UNIVERSITY  OF  CALIFORNIA 
AT   LOS  ANGELES 


HISTORICAL  SKETCH 


OF 


NORMAL  INSTRUCTION 


IN 


WISCONSIN. 


BY 

ALBERT  SALISBURY, 

1893. 


Kdaeation 
Li  bra  I*** 


S/&H 


Table  of  Contents. 


CHAPTER   I. 

PAGE. 

The  Growth  of  the  Idea 7 

CHAPTER   II. 

The  Formation  of  the  Fund 24 

CHAPTER  III. 

The  Board  of  Regents 31 

CHAPTER  IV. 

Location  and  Opening  of  the  Schools 36 

CHAPTER  V. 

Growth  and  Development  of  the  Schools 45 

Administration 45 

i 

Buildings  and  Equipment 47 

Enrollment  of  the  Schools 48 

Curriculum 49 

Growth  of  Professional  Thought 55 

CHAPTER   VI. 

The  Schools  as  a  Force 59 

2  CHAPTER   VII. 

3  Roster  of  the  Faculties,  1866-93 62 

M 

^  CHAPTER  VIII. 

-   Teachers'  Institutes 69 


in 

i 


420863 


Prefatory  Note. 


It  is  with  great  reluctance  that  I  give  this  sketch  to  the  printer. 
The  Normal  schools  of  Wisconsin  deserve,  in  this  Columbian  year,  a 
more  careful  and  thoughtful  treatment  than  it  has  been  possible  for 
me  to  give  them  with  justice  to  other  demands  and  duties.  The  fact 
that  I  had  prepared  a  similar  sketch  for  the  Centennial  celebration 
seemed  to  fix  the  duty  upon  me  again.  Chapters  I.,  II.  and  III.  of  the 
present  sketch  are  taken,  with  but  slight  modification,  from  that  of 
1876.  Much  other  material  from  the  earlier  outline,  broken  up  and  re- 
cast, has  been  made  to  do  duty  a  second  time.  The  kind  assistance 
given  me  by  the  presidents  of  the  several  schools  deserves  a  better 
result  than  is  here  presented.  I  must,  therefore,  be  allowed  to  plead 
that  what  follows  is  not  offered  as  history  but  only  as  material  for  his- 
tory. With  this  thought  in  mind,  all  possible  care  has  been  given  to 
secure  accuracy  in  fact.  No  time  or  strength  was  left  for  attempting 
finish  or  elegance  in  the  form  of  presentation.  Neither  has  it  been 
possible,  under  the  circumstances,  to  adequately  analyze  the  facts 
presented  and  draw  from  them  their  full  meaning  ;  though  some  un- 
satisfactory effort  has  been  made  in  that  direction.  Much  regretting 
that  proper  time  and  labor  could  not  be  given  to  so  congenial  an  un- 
dertaking, the  result  is  submitted  to  those  who  can  make  use  of  it. 

A.  S. 
WHITBWATEB,  Wis.,  February,  1893. 


Historical  Sketch  of  Normal  Schools  in  Wis- 
consin. 


CHAPTER  I. 

THE   GROWTH   OF   THE    IDEA. 

The  flourishing  oak-tree  implies  the  acorn,  the  soil,  and 
time  for  growth.  A  system  of  normal  instruction  like  that 
of  Wisconsin,  with  its  five  schools  in  active  operation,  with 
others  in  prospect,  and  with  an  elahorate  adjunct  system  of 
teachers'  institutes,  similarly  implies  previous  agitation  and 
lahor  and  the  gradual  growth  of  favorable  public  sen- 
timent. Thus  any  intelligent  presentation  of  the  normal 
school  history  of  the  state  must  include  some  considera- 
tion of  the  growth  of  the  normal  school  idea  among  the  peo- 
ple of  the  state. 

The  normal  school  acorn  was  brought  from  the  East  to 
Wisconsin  in  the  territorial  days.  The  first  attempt  to  plant 
it  was  made  in  the  constitutional  convention  of  1840.  In 
the  journal  of  that  body  we  read  as  follows :  "The  question 
was  then  put  on  concurring  in  the  fifth  amendment  of  the 
committee  (of  the  whole),  which  was  to  add  to  section  2d, 
'until  a  university  shall  be  established,  the  net  income  of  the 
university  lands  shall  be  appropriated  to  the  support  of  nor- 
mal schools/ and  was  decided  in  the  negative  (48  to  51)." 

The  authorship  of  this  amendment  cannot  be  certainly 
determined.  Dr.  Henry  Barnard  had  come  to  Madison,  at 
the  invitation  of  Hon.  John  II.  Tweedy  and  others,  and  ad- 
dressed the  convention  at  an  evening  session.  The  points 
advocated  by  him  were  reduced  to  writing  by  himself,  and 
were  embodied  in  the  constitution  as  adopted  by  the  con- 
vention. Possibly  he  was  the  author  of  this  unsuccessful 
amendment,  also,  but  it  seems  hardly  probable. 

The  constitution  of  1846  was  rejected  by  the  people  of 
the  territory,  and  another  convention  met  late  in  1847.  As 
a  part  of  the  article  on  education,  the  committee  on  that  sub- 
ject reported  the  following : 


8  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

"Section  7.  When  the  population  of  any  county  in  this 
state  shall  exceed  twenty  thousand  in  number,  provision  shall 
be  made  by  law  for  the  erection  of  an  academy  in  such  county, 
with  male  and  female  departments  and  a  normal  school  depart- 
ment for  the  education  of  teachers  for  the  primary  schools." 

But  this  section  was  expunged  by  the  convention. 

THE  STATE  CONSTITUTION. 

The  normal  school  idea,  however,  gained  a  foothold  in  the 
constitution  of  1848,  which,  in  Article  X.,  Section  2,  sets  apart 
"a  separate  fund,  to  be  called  the  school  fund,  the  interest  of 
which,  and  all  other  revenues  derived  from  the  school  lands, 
shall  be  exclusively  applied  to  the  folio  wing  objects,  to- wit : 

"1.  To  the  support  and  maintenance  of  common  schools 
in  each  school  district,  and  the  purchase  of  suitable  libraries 
and  apparatus  therefor. 

"2.  The  residue  shall  be  appropriated  to  the  support  and 
maintenance  of  academies  and  normal  schools,  and  suitable 
libraries  and  apparatus  therefor." 

Here  we  are  able  to  trace,  in  part  at  least,  the  paternity 
of  the  provision  for  normal  schools.  The  article  on  educa- 
tion was  drafted  by  Rev.  Eleazer  Root,  of  Waukesha,  who 
had  been  elected  to  the  convention  by  constituents  of 
opposite  politics,  with  special  reference  to  the  cause  of  pub- 
lic education.  During  the  weeks  between  Mr.  Root's  election 
as  a  delegate  and  the  assembling  of  the  convention,  he  had 
been  in  frequent  conference  with  Mr.  Elihu  Enos,  Jr.,  a 
graduate  of  the  Albany  normal  school  under  David  P. 
Page,  who  had  just  entered  upon  the  work  of  teaching  in 
Waukesha,  through  Mr.  Root's  instrumentality.  Fresh 
from  the  influence  of  Mr.  Page,  and  full  of  enthusiasm  for 
normal  schools,  Mr.  Enos  labored  diligently  to  instill  the 
idea  into  Mr.  Root's  mind,  and  with  success. 

The  first  plan  conceived  for  securing  normal  instruction 
in  the  state  was  that  of  connecting  it  with  the  university. 
In  January  of  1849,  less  than  a  year  after  the  admission  of 
Wisconsin  as  a  state,  the  regents  of  the  embryo  state  uni- 
versity, by  an  ordinance  which  was  ratified  by  the  legislature 
in  the  month  following,  established  therein  a  normal  depart- 
ment. But  the  funds  at  their  command  were  insufficient  for 
the  work  already  in  hand,  and  the  ordinance  remained  in- 
operative so  far  as  it  concerned  normal  instruction. 


SKETCH  OF  NORMAL  srllooLS  IN  WISCONSIN. 
FIRST  REPORT  OF  THE  STATE  SUPERINTENDENT. 

At  the  close  of  1849,  Honorable  Eleazer  Root,  then  super- 
intendent of  public  instruction,  made  the  first  annual  report 
from  his  department.  In  it  he  calls  attention  to  the  pro- 
vision of  the  constitution  respecting  normal  schools,  recounts 
the  history  of  the  Albany  normal  school,  and  transmits  the 
university  "ordinance  of  1849,"  just  alluded  to.  Rethinks 
that  such  a  normal  department,  with  a  system  of  teachers' 
institutes,  may  answer  present  need. 

Concerning  this  ordinance  of  1849,  it  cannot  be  amiss  to 
give  such  extracts  as  will  give  an  intelligent  idea  of  its  pur- 
port. The  charter  of  the  university  had  provided  for  four 
departments,  the  fourth  being  that  of  the  theory  and  prac- 
tice of  elementary  instruction. 

THE   UNIVERSITY    ORDINANCE   OF    1849. 

The  ordinance  referred  to,  after  organizing  the  depart- 
ment of  science,  literature  and  arts,  proceeds  as  follows : 

"  The  Regent*  of  the  Unirermty  do  further  ordain  : 

"1.  That  there  be  hereby  established  a  normal  professor- 
ship ;  and  that  it  be  the  duty  of  the  chair  to  render  instruction 
in  the  art  of  teaching,  comprising  the  most  approved  modes  of 
inculcating  knowledge,  and  administering  the  discipline  of  the 
common  school ;  and  in  such  branches  of  studv  as  mav  best 
prepare  the  pupils  in  this  department  for  their  honorable  and 
useful  vocation  as  educators  of  the  popular  mind." 

Sec.  2  constitutes  the  chancellor  and  the  normal  profes- 
sor the  faculty  of  this  department,  whose  duty  it  shall  be  to 
hold  annual  sessions  of  at  least  five  months,  for  the  instruc- 
tion of  such  young  men  as  may  avail  themselves  thereof 
with  a  view  to  teaching  in  the  state. 

Other  sections  provide  for  tuition  without  charge,  for  a 
degree  and  diploma,  etc. 

Section  6  declares:  "That  it  is  the  fixed  intention  of  the 
board  of  regents  thus  to  make  the  University  of  Wisconsin  sub- 
sidiary to  the  great  cause  of  popular  education,  by  making  it, 
through  its  normal  department,  the  nurserv  ot  the  educators  ol 
the  popular  mind,  and  the  central  point  ol*  union  and  harmony 
to  the  educational  interests  of  the  commonwealth." 

SUPERINTENDENT  ROOT'S  REPORTS  FOR  1850  AND  1851. 

In  his  report  for  1850,  Superintendent  Root  again  argues 
for  normal  instruction,  saving :  "  In  consideration  of  the 
exigencies  of  the  public  schools,  the  imperative  demand  for 


10  SKKTCH  OF  NORMAL  SCHOOLS  IX  WISCONSIN. 

normal  instruction,  and  the  probable  inadequacy  of  the 
available  means  of  the  university  to  provide  for  the  reason- 
able supply  of  that  demand,  I  would  respectfully  suggest  for 
the  consideration  of  the  legislature,  the  policy  of  aiding  the 
regents  in  the  completion  of  the  normal  school  building  al- 
ready begun,  and  of  making  an  appropriation  from  the 
annual  revenue  of  the  school  fund,  of  a  sum  sufficient  to 
defray  the  current  expenses  of  normal  instruction  therein, 
until  the  university  shall  be  able  to  assume  the  burden  for 
the  benefit  of  the  common  schools  of  the  state." 

And  in  1851,  in  his  last  report,  he  returns  vigorously  to 
the  charge,  with  these  words:  "The  utility  of  normal  in- 
struction is  conceded  ;  it  is  provided  for  in  the  constitution ; 
it  is  imperatively  demanded  by  our  wants ;  2,300  schools 
ask  for  it,  and  more  than  111,000  children  are  in  daily  need 
of  it.  Action  on  this  subject  should  be  no  longer  postponed. 
The  income  of  the  school  fund  is  now  amply  sufficient  to 
justify  it."  He  therefore  urged  the  "speedy  organization  of 
the  department  for  teachers  in  the  university."  A  lame 
conclusion  to  so  vigorous  an  onset,  we  might  say,  looking  at 
the  matter  in  the  light  of  to-day. 

REPORT  OF   THE    UNIVERSITY   REGENTS   IN   1851. 

In  the  report  of  the  university  regents,  bearing  date 
January  1,  1851,  the  purposes  of  the  board  in  regard  to  the 
normal  department  are  again  outlined,  forming  a  very  com- 
plete and  intelligent  plan,  including  "the  opening  of  a 
model  school  in  the  village  of  Madison,"  and  "  the  admis- 
sion of  female  as  well  as  male  teachers  to  all  the  advan- 
tages of  the  normal  department  of  the  university."  The 
foundation  of  a  building  for  that  department  (the  south 
dormitory)  was  already  laid,  and  the  board  proposed,  if  the 
state  of  the  treasury  would  permit,  to  have  the  building 
completed  and  the  department  opened  by  the  spring  of  1852. 
This  hope  was  not  realized. 

WORK   OF   SUPERINTENDENT   LADD    IN    1852    AND    1853. 

A  new  phase  in  the  growth  of  the  normal  school  idea  was 
introduced  in  1852, by  Superintendent  Azel  P.  Ladd,  who  held 
in  various  portions  of  the  state  what  he  calls  in  his  report 
"  temporary  normal  schools,"  since  designated  by  the  less 
ambitious  title  of  teachers'  institutes.  This  action  of  Sup- 
erintendent Ladd,  considering  the  general  condition  of  edu- 
cational affairs  at  that  time,  deserves  to  be  held  in  most  hon- 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  11 

orable  memory  by  his  successors  in  the  work,  for  the 
sagacity  and  industry  which  gave  it  birth. 

He  urged  the  necessity  of  state  aid  to  this  work,  and 
procured  the  passage  of  a  bill  to  that  end  through  one  house 
of  the  legislature,  but  it  met  with  failure  in  the  other. 

In  his  second  report,  for  1853,  the  same  matter  was  pre- 
sented more  fully,  and  in  addition,  the  following:  "No 
appropriation  has  yet  been  made  to  carry  into  effect  the 
provision  of  the  constitution  relative  to  state  normal  schools. 
That  a  school  of  this  character  is  needed,  the  difficulty  of 
obtaining  good  teachers  for  our  schools  is  the  best  evidence. 
*  *  Until  we  have  an  institution  of  this  kind,  we  cannot 
reasonably  expect  the  character  of  our  schools  will  be  com- 
mensurate with  the  munificence  of  our  fund.  I  would, 
therefore,  commend  this  subject  to  your  consideration." 

SUPERINTENDENT   WRIGHT    IN    1854. 

Superintendent  H.  A.  Wright,  in  his  report  for  1854, 
speaks  of  the  value  of  normal  schools,  of  their  usefulness  wher- 
ever tried,  and  of  the  great  need  of  them  in  this  state.  He  especi- 
ally urges  the  speedy  development  of  the  normal  department 
of  the  university,  and  calls  upon  the  legislature  to  furnish  the 
pecuniary  aid,  without  which  the  regents  would  be  unable 
to  put  their  plan  into  operation.  He  says:  "  It  is  the  inten- 
tion of  the  law  of  the  state  providing  for  a  normal  depart- 
ment of  the  university,  and  of  the  board  of  regents  acting 
under  the  law,  that  it  should  be  organized  and  opened  for 
the  reception  of  teachers ;  but  when  ?  That  is  the  import- 
ant point.  We  shall  never  hereafter  need  its  good  service 
so  much  as  now,  in  providing  the  schools  with  good  teachers, 
and  now  is  the  time  for  that  normal  department  to  exist 
otherwise  than  upon  paper.  It  has  thus  slumbered  long 
enough." 

A    STEP    FORWARD    ATTEMPTED    BY    THE    UNIVERSITY. 

In  1855,  the  university  attempted  to  take  a  forward  step 
in  the  development  of  the  projected  normal  department,  as 
may  be  best  told  by  a  letter  from  Chancellor  I^athrop,  which 
was  einl»odied  bv  Superintendent  A.  C.  Barry  in  his  report 
for  1855. 

Says  Chancellor  Lathrop : 

"It  is  the  settled  design  of  the  regents  of  the  university  to 
make  the  institution  subsidiary  to  the  cause  of  popular  educa- 
tion through  its  normal  department.  In  accordance  with  this 


12  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

policy,  the  board  at  their  last  meeting  appropriated  8500  per 
annum  for  the  support  of  this  department,  and  tilled  the  chair  of 
normal  instruction  by  the  election  of  Prof.  Daniel  Read,  who 
is  also  professor  of  the  English  department  of  the  faculty  of  arts. 
A  yearly  course  of  professional  instruction  will  be  rendered  in  the 
art  of  teaching,  at  such  season  of  the  year  as  will  best  suit  the 
convenience  of  the  teachers'  classes. 

"  In  the  present  condition  of  the  university  fund,  this  is  all 
that  the  regents  are  able  to  do  in  that  direction.  A  full  organi- 
zation of  the  department  will  require: 

"1.  The  support  of  a  normal  professor,  whose  undivided 
time  and  energies  shall  be  devoted  to  the  duties  of  his  charge. 

"  2.     The  necessary  apartments  and  apparatus;  and 

"3.  A  well  arranged  system  of  teachers'  institutes  which 
shall  carry  temporary  normal  instruction  into  every  section  of 
the  state. 

"  The  professional  course  at  the  university  should  occupy 
about  five  months  of  the  year,  and  during  the  seven  months  of 
vacation  the  normal  professor,  in  connection  with  the  state 
superintendent,  should  hold  at  least  one  teachers'  institute  in 
each  judicial  district. 

"  *  *  An  appropriation  of  82,000  per  annum  would  enable 
the  board  to  perfect  the  system,  and  offer  to  the  public  a  normal 
organization  not  to  be  surpassed  elsewhere,  at  a  moiety  of  the 
expenditure  it  would  require  to  set  up  a  normal  school  separate 
from  the  university,  which  could  not  be  expected  to  perform  the 
work  as  well." 

But  the  legislature  failed  to  respond  with  the  asked-for 
aid. 

The  experiment  was  continued  by  the  university  alone, 
to  the  extent  of  two  courses  of  professional  lectures,  delivered 
by  Prof.  Read,  on  the  art  of  teaching.  The  first  began  in 
the  latter  part  of  May,  1856,  and  continued  through  the 
eight  remaining  weeks  of  the  term.  Eighteen  students  are 
recorded  as  in  attendance.  A  second  course  was  given  in 
1857,  with  an  attendance  of  twenty-eight  students. 

A    BILL     FOR    NORMAL    SCHOOLS     BY     HON.    JAMES   SUTHERLAND. 

The  first  discoverable  evidence  of  any  legislative  con- 
sideration of  the  normal  school  question  is  found  in  the 
senate  journal  for  1856,  from  which  it  appears  that,  in  the 
session  of  that  year,  Hon.  James  Sutherland,  of  Janesville, 
introduced  "a  bill  for  an  act  to  provide  for  normal  instruc- 
tion and  teachers'  institutes."  But  this  bill  met  a  pioneer's 
fate  and  failed  to  pass  the  senate. 


SKETCH  OF  NORMAL  SCHOOLS  IX  WISCONSIN.  13 

SUPERINTENDENT  BARRY'S  REPORT  FOR  1856. 

In  his  report  for  1856,  Superintendent  Barry  treats  the 
subject  of  normal  schools  and  teachers'  institutes  quite  elabor- 
ately, quoting  at  considerable  length  from  Horace  Mann  and 
also  from  Henry  Barnard. 

He  commends  the  action  of  the  university  regents  in 
establishing  the  normal  professorship  under  Dr.  Read,  and 
favors  the  development  of  the  normal  department :  but  he 
protests  against  the  idea  that  it  will  satisfy  the  needs  of  the 
state,  and  urges  the  founding  of  a  separate  and  independent 
normal  school.  The  report  contains  much  valuable  matter 
and  clear  thought. 

DISSATISFACTION    WITH    THE   UNIVERSITY — ATTEMPT  TO    DIVIDE 

ITS  FUNDS. 

About  this  time  there  was  much  dissatisfaction,  on  the 
part  of  some,  with  the  workings  of  the  university  ;  and  the 
friends  of  the  incorporated  colleges  and  academies  con- 
ceived the  idea  of  getting  for  themselves  a  share  of  the  uni- 
versity funds.  It  was  soon  found  that  the  conditions  of  the 
United  States  grant  of  the  university  lands  were  such  that 
the  fund  could  not  be  diverted  in  any  way. 

The  attention  of  the  college  men  was  then  directed 
to  the  "swamp  land  fund,"  and  when  the  legislature  met  in 
January,  1857,  a  college  delegation  came  to  the  capitol  to 
procure  the  passage  of  an  act  aiding  their  schools  from  the 
proceeds  of  the  sale  of  the  swamp  lands  granted  to  the 
state  by  the  general  government.  Prominent  in  this 
"lobby"  were  Dr.  Edward  Cooke,  president  of  the  Lawrence 
university,  and  Prof.  A.  C.  Spicer,  principal  of  Milton 
academy. 

LEGISLATIVE  ACTION  IN  1857. 

A  bill  entitled  "a  bill  to  create  and  establish  a  litera- 
ture fund  from  the  proceeds  of  the  sale  of  swamp  lands" 
was,  in  accordance  with  their  desires,  introduced  in  the 
senate  by  Hon.  James  Allen  Barber.  It  was  remodeled  by 
Hon.  James  Sutherland,  chairman  of  the  committee  on 
education,  and  by  him  championed  through  the  senate,  pass- 
ing by  a  vote  of  24  to  1. 

Meanwhile,  at  the  instance  of  Prof.  J.  G.  McMynn,  of 
Racine,  and  Hon.  Elihu  Knos,  Jr.,  of  Waukesha,  a  bill  was 
introduced  in  the  assembly  by  Hon.  Llewellyn  J.  Evans,  of 
Racine,  chairman  of  the  committee  on  education,  "to  estab- 


14  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

lish  a  normal  school  and  teachers'  institute."  Both  bills 
were  favorably  reported  by  the  assembly  committee. 

The  friends  of  the  latter  bill,  headed  by  Mr.  Enos,  made 
a  strong  push  against  the  college  bill ;  and  the  result  was  a 
reference  of  both  bills  to  a  special  committee,  headed  by  Dr. 
Dugald  H.  Cameron.  This  committee  reported  a  substitute 
on  the  same  day,  March  5th,  which  passed  both  houses  on 
the  next  day,  and  received  the  approval  of  the  governor, 
March  7th.  Thus  originated  the  act  of  1857,  "An  act  for  the 
encouragement  of  academies  and  normal  schools." 

This  law,  portions  of  which  are  given  in  another  place, 
set  apart  to  the  purposes  specified  in  its  title  the  income  of 
one-fourth  of  the  gross  proceeds  of  the  sale  of  the  swamp 
lands  granted  to  the  state  in  1850 ;  it  also  provided  for  a 
board  of  regents  by  which  the  distribution  of  the  income  was 
to  be  made  to  the  schools,  as  said  board  might  determine. 

THE   BOARD   OF   REGENTS. 

This  board,  as  appointed  by  Gov.  Bash  ford,  after  the  ad- 
journment of  the  legislature,  was  largely  made  up  of  the  of- 
ficers and  friends  of  the  very  institutions  which  were  to  re- 
ceive its  aid.  The  substitute  bill,  which  became  the  law,  had 
not  given  entire  satisfaction  to  all  the  original  movers,  Dr. 
Cooke,  indeed,  being  strongly  opposed  to  it ;  but,  such  as  it 
was,  the  best  was  made  of  it. 

At  the  first  meeting  of  the  board,  held  July  15th,  1857, 
the  question  of  establishing  a  district  normal  school  came 
up,  and  was  referred  to  a  committee,  of  which  Dr.  Cooke  was 
chairman.  Naturally  enough,  the  committee  did  not  report 
favorably. 

Of  the  several  "conclusions"  of  the  report,  only  the  first 
need  be  given,  viz.:  "1st.  However  desirable  separate  nor- 
mal schools,  not  connected  with  any  other  institutions,  may 
be  to  the  interests  of  education,  in  the  opinion  of  your  com- 
mittee the  act  entitled,  'An  act  for  the  encouragement  of 
academies  and  normal  schools/  does  not  empower  this  board 
of  regents  to  take  any  steps  in  that  direction,  other  than  to 
receive  proposals  from  towns,  villages  and  cities,  proposing 
to  erect  and  donate  such  institutions."  But  this  plan  of  en- 
trusting all  normal  instruction  to  departments  of  colleges, 
academies,  and  high  schools,  for  the  benefits  of  the  act  were 
eventually  extended  to  high  schools  also,  was  never  satisfac- 
tory to  all  parties;  and  the  practical  workings  of  it  did 
not  alwavs  tend  to  increase  satisfaction. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  15 

SUPERINTENDENT   KARRY's    REPORT  FOR   1857. 

The  gradual  growth  of  public  opinion  is  well  illustrated 
by  the  more  advanced  stand  taken  by  Superintendent  Barry 
in  his  report  for  1857.  He  says:  "Proj>er  and  thorough  in- 
struction in  the  theory  and  practice  of  the  teacher's  profes- 
sion can  only  be  furnished  by  the  normal  school." 

And  in  commenting  upon  the  act  of  1857,  he  says  :  "I  re- 
gard the  action  of  the  last  legislature  on  this  subject,  in  part  at 
least,  as  premature  and  ill-advised  ;  and  the  entire  plan  as  im- 
practicable, and  destined,  of  course,  to  fail.  Without  wishing  to 
tlisparage  in  the  smallest  degree  the  claims  of  our  colleges  and 
academies,  or  to  call  in  question  their  usefulness  ;  I  unhesitat- 
ingly assert  that  it  is  utterlv  impossible  for  them  to  furnish  the 
normal  instruction  required,  even  though  the  entire  income  of 
the  school  fund  were  to  be  distributed  among  them.  The  ex- 
periment has  been  fairly  and  faithfully  tried  (in  New  York),  and 
has  failed  most  signally  and  disastrously.  We  may  save 

time,  money,  and  the  vexation  and  shame  consequent  upon  de- 
feat, by  proceeding  at  once  to  the  establishment  of  a  state  nor- 
mal school  on  a  wise  and  liberal  basis.  Never  shall  we  need  such 
an  institution  more  than  we  do  at  the  present  time.  I  again  re- 
spectmllv  urge  this  subject  upon  the  attention  of  the  legislature, 
and  shall  hope  for  its  favorable  action  in  relation  thereto." 

THE   STATE  TEACHERS'   ASSOCIATION. 

The  state  teachers'  association  had  discussed  the  ques- 
tion of  normal  schools  at  its  meeting  at  Waukesha,  in  1857, 
and  perhaps  at  Beloit  the  year  before,  but  had  given  forth  no 
decided  voice  in  the  matter  until  the  meeting  at  Portage,  in 
is.'.*. 

At  this  meeting,  Rev.  J.  B.  Pradt  read  an  elaborate 
essay  on  normal  schools,  and  a  committee,  consisting  of 
Messrs.  Pickett,  Pradt  and  Griffith,  reported  a  "  plan  of  nor- 
mal instruction,"  prepared  by  Mr.  Pradt,  which  included,  as 
one  of  its  several  features,  "  an  itinerant  normal  faculty  who, 
in  conjunction  with  the  county  superintendents,  shall  give 
instruction  in  the  institutes." 

Although  the  legislature  had  given  to  the  colleges  and 
academies  what  it  had  denied  to  the  university,  viz.:  aid  for 
the  siipjxjrt  of  normal  instruction,  the  university  did  not  give 
up  the  idea  of  a  normal  department. 

THE    UNIVERSITY — DR.    IURNARD. 

By  a  bill  introduced  in  1858,  but  lost  in  the  closing 
hours  of  the  session,  it  was  proposed  to  reorganize  the  uni- 
versity with  nine  departments,  among  which  that  of  normal 


16  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

instruction  was  named  as  first ;  and  the  chancellor,  in  a 
communication  to  the  university  regents,  in  June  of  that 
year,  urges  that  "  the  time  has  arrived  for  a  full  develop- 
ment of  the  normal  department." 

The  university  was  at  that  time  reorganized  by  an  or- 
dinance of  the  regents  in  which,  strangely  enough,  no  nor- 
mal department  is  once  named,  though  they  proceeded 
immediately  to  elect  Hon.  Henry  Barnard,  LL.  D.,  as 
"  chancellor  and  professor  of  normal  instruction."  This 
choice  had  been  made  largely  through  the  influence  of  Dr. 
Daniel  Read,  the  normal  professor  of  the  university,  now 
president  of  the  Missouri  state  university.  The  atten- 
tion of  the  board  of  normal  regents  was  also  directed  toward 
Dr.  Barnard.  At  a  meeting  of  this  board,  October  5,  1858, 
he  was  present,  by  invitation  it  would  seem,  and  was  then 
elected  as  their  agent. 

His  specific  duties  were  "  to  visit  and  exercise  a  super- 
visory control  over  the  normal  departments  of  all  such  in- 
stitutions as  shall  apply  for  a  participation  in  the  normal 
school  fund  ;  to  conduct  county  teachers'  institutes,  and  give 
normal  instruction  in  the  same ;  and  to  co-operate  with  the 
superintendent  of  public  instruction  in  providing  a  system 
of  public  educational  addresses  to  be  delivered  in  the  various 
counties  of  the  state."  Let  it  be  remembered  that  he  was 
also  chancellor  of  the  university. 

SUPERINTENDENT  DRAPER'S  REPORT  FOR  1858. 

Superintendent  L.  C.  Draper,  in  his  report  for  that  year, 
discusses  elaborately  the  subject  of  normal  schools  and 
teachers'  institutes. 

He  speaks  of  the  division  of  opinion  as  to  the  wisdom 
and  practical  results  of  the  law  of  1857,  but  does  not  seem  to 
commit  himself  very  decidedly  to  either  side.  He  waxes 
enthusiastic  over  the  prospective  advent  of  Dr.  Barnard,  in 
the  following  terms:  "Regarding  as  I  do,  Dr.  Barnard's 
connection  with  our  state  university  and  our  normal  school 
system — especially  the  latter — as  the  most  important  event 
that  has  ever  occurred  in  our  educational  history,  if  not 
indeed,  the  most  important  in  view  of  its  probable  con- 
sequences, that  has  ever  transpired  in  the  history  of  the  state, 
I  snail  venture  to  give  some  notice  of  his  most  prominent  ser- 
vices— thus  endeavoring  to  show  what  we  may  reasonably 
expect  as  the  result  of  his  earnest  labors  here,  by  what  he 
has  elsewhere  so  largely  and  so  thoroughly  accomplished." 


SKKTCH  OF  NORMAL  SCIHMILS  ix  WISCONSIN.  17 

Then  follow  several  jwges  of  biography,  closing  with  : 
"Such  is  Henry  Barnard.  We  have  reason,  as  a  state,  to 
felicitate  ourselves  on  the  acquisition  of  such  a  man.  It 
ought  to  form  a  new  era  in  our  state  history ;  and  it  will  if 
we  are  true  to  ourselves  and  him.  We  shall  l>est  honor  our- 
selves and  bless  our  state  by  listening  confidingly  to,  and 
promptly  carrying  into  effect,  whatever  suggestions  and  ad- 
vice such  a  man  as  Henry  Barnard,  in  his  rii>e  experience 
and  noble  devotion  to  the  good  of  his  race,  may  deem  it  his 
duty  to  offer  on  matters  pertaining  to  the  great  cause  of 
popular  education  in  Wisconsin." 

Teachers'  associations  passed  congratulatory  resolutions  ; 
and  the  state  was  passed  over,  as  it  were,  into  Dr.  Barnard's 
hands,  in  the  enthusiastic  belief  that  he  would  be  able  to  do  all 
tilings.  But,  although  all  this  adulation  was  almost  justified 
by  his  previous  work  and  reputation,  the  fact  remained  that 
it  was  not  within  the  power  of  any  man  to  fulfill  such  over- 
wrought exj>ectations. 

DR.  BARNARD'S  LABORS  IN  WISCONSIN. 

Dr.  Barnard  was  not  able  to  enter  upon  his  labors  in 
Wisconsin  until  the  spring  of  1859.  But  during  the  autumn 
of  that  year  he  organized  and  carried  out  a  series  of  teachers' 
institutes,  reaching  about  twenty  counties.  The  work  done 
under  his  direction  in  I860,  bv  examinations,  institutes  and 
teachers'  associations,  reached  probably  three-fourths  of  all 
the  teachers  in  the  state.  In  connection  with  this  work, 
several  prominent  educators  were  brought  temporarily, 
some  permanently,  into  the  state,  who  did  not  a  little  to  fos- 
ter the  educational  spirit,  and  to  promote  the  growth  of  the 
normal  school  idea.  But  Dr.  Barnard's  labors  here  were 
greatly  interrupted  by  ill  health,  and,  alxmt  the  beginning 
of  1861,  he  resigned  his  position  and  closed  his  career  in 
Wisconsin. 

While  there  was  general  disappointment  at  the  failure 
of  so  many  high  hopes,  and  great  dissatisfaction  on  the  part 
of  some  at  his  seeming  neglect  of  the  university  under  his 
charge,  it  is  undoubtedly  true  that  he  did  something,  in  sev- 
eral ways,  to  advance  the  cause  of  education  in  the  state  at 
large. 

After  the  exit  of  Dr.  Barnard,  the  dissatisfaction  with 
the  act  of  1857  naturally  increased.  To  many  it  seemed  to 
forestall,  or  at  least  to  seriously  delay,  the  establishment  of 


18  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

true  normal  schools ;  though  others  had  all  the  while  looked 
upon  it  as  the  stepping-stone  to  the  desired  end. 

SUPERINTENDENT   PICKARD's   REPORTS. 

Superintendent  J.  L.  Pickard  says,  in  his  report  for  1860: 
"The  agencies  now  at  work  will  soon  prepare  us  for  normal 
schools,  which  must  be  established  ere  long.  I  am  not  pre- 
pared at  present  to  recommend  any  action  upon  this  subject. 
I  would  only  express  my  conviction  that  more  than  one 
should  be  established,  and  aided  rather  than  supported  by 
the  state."  In  1862,  he  says :  "No  temporary  expedient 
can  supply  the  place  of  the  professional  school,  or  in  any 
way  diminish  the  necessit}^  for  such  a  school." 

In  1863,  after  reviewing  the  workings  of  the  system 
then  in  operation,  he  continues  most  pertinently : 

"  Much  good  has  been  accomplished  by  these  agencies,  but 
they  are  at  present  inadequate  to  the  demand .  Permanent  normal 
schools  are  needed,  whose  sole  business  shall  be  the  training  of 
teachers.  The  department  of  normal  instruction  of  .the  state  uni- 
versity has  been  opened  within  the  past  year,  and  the  attendance 
has  been  very  large.  Many  pupils  connected  with  it  are  not  normal 
students,  and  have  no  intention  of  engaging  in  the  work  of 
teaching.  The  circumstances  under  which  it  was  opened  ren- 
dered such  a  course  advisable.  A  course  of  study  has  been 
adopted,  but  it  will  be  next  to  impossible  to  pursue  such  a 
course  of  training  in  the  art  of  teaching  as  is  essential  to  com- 
plete professional  culture.  The  model  school  cannot  be  engrafted 
upon  the  university.  *  *  *  No  one  school  will  supply 
the  wants  of  the  state.  We  should  look  to  the  establishment 
of  not  less  than  four  such  schools,  including  the  normal  depart- 
ment of  the  university.  *  *  *  It  is  my  impression  that  the 
present  is  the  time  to  take  the  initiatory  steps." 

OPENING   OF   A    NORMAL    DEPARTMENT   IN  THE  UNIVERSITY. 

In  the  spring  of  1863,  the  university  had  taken  a  new 
departure  in  the  shape  of  a  separate  and  tangible  normal 
department,  under  the  charge  of  Professor  Charles  H.  Allen. 
It  is  this  which  is  referred  to  by  Superintendent  Pickard  in 
the  above  extract.  One  object  of  this  was  to  make  a  place 
for  young  women  in  the  university.  Seventy-six  entered 
during  the  first  term,  this  being  the  first  appearance  of  ladies 
as  students  at  the  university,  and  took  possession  of  the  south 
dormitory. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  19 

The  old-time  college  prejudice  against  the  admission  of 
women  was  not  wanting  here,  of  course  ;  but  the  normal  de- 
partment continued  until  1869,  when  it  was  merged  into  the 
female  college,  which  was,  in  turn,  fully  merged  into  the 
university  in  1873.  Professor  Allen  continued  in  charge 
until  near  the  end  of  1865,  and  was  succeeded  by  Prof. 
Joseph  C.  Pickard. 

JOHN  G.  M'MYNN  AS  AGENT  OF  THE  NORMAL  REGENTS  IN  1863. 

During  the  year  of  1863,  to  go  back  again  to  our  narra- 
tive, John  G.  McMynn  was  the  agent  of  the  board  of  normal 
regents,  conducting  institutes  and  examining  the  normal 
classes  of  the  several  schools.  The  war  for  the  Union  had 
materially  weakened  the  more  advanced  classes  of  all  the 
schools,  and  Mr.  McMynn  saw  an  opportunity  to  make  head 
against  a  system  which  he  considered  radically  mischievous. 
In  his  annual  tour  of  examination,  by  an  unusual  severity 
of  examination,  he  greatly  reduced  the  number  of  benefi- 
ciaries, and  did  much  to  break  down  the  system  then  current. 
The  medicine  was  severe,  and  most  unpalatable  to  the  imme- 
diate recipients,  but  it  has  undoubtedly  had  a  salutary  in- 
fluence upon  the  state  as  a  whole. 

The  belief  is  quite  general  that  the  so-called  normal  de- 
partments were  such  only  in  name,  and  that  they  did  noth- 
ing but  purely  academic  work  and  not  always  the  best  of  that. 
While  this  is  probably  a  near  approach  to  the  truth  in  some 
cases,  the  writer  hereof  can  testify  of  one  school  (Milton 
academy),  that  its  "teachers'  class"  was  an  actual  and  prac- 
tical thing,  and  helped  to  give  a  better  class  of  teachers  to 
the  country  roundabout. 

SEVENTH  ANNUAL  REPORT  OF  THE  NORMAL  REGENTS. 

Portions  of  the  report  of  the  board  of  regents  for  1864 
are  here  inserted  as  showing  what  the  system  was  in  its 
latest  and  consequently  best  perfected  form: 

"The  board,  in  their  report  for  1862,  say  that  'normal  in- 
struction, like  other  branches  of  education  in  the  state,  has  met 
with  obstacles  for  the  last  two  years  by  the  war,  which  has  not 
only  withdrawn  many  of  the  young  men  from  the  classes,  in 
some  cases  nearly  depleting  them,  but  has  taken  some  of  the 
best  instructors.'  These  obstacles  have  by  no  means  been  di- 
minished during  the  period  covered  by  this  report.  Not  only 
has  the  occasion  of  the  war  called  away  many  of  the  male  pu- 
pils and  instructors,  but  has  by  this  call  made  vacant  places 


20  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

which  were  of  necessity  filled  by  female  teachers,  and  thus 
drawing  still  more  on  the  classes.  The  result  has  been  a  lower- 
ing of  the  standard  of  scholarship  in  nearly  every  class  reporting 
to  the  board.  While  the  number  reported  by  the  various 
classes  was  about  the  same  as  that  of  1862,  and  the  standard  o 
examination  established  by  the  board  was  the  same,  a  smaller 
number  actually  passed  the  required  standard. 

"On  the  other  hand  the  board  has  acted  in  conjunction 
with  the  state  superintendent  in  holding  teachers'  institutes  in 
.  different  sections  of  the  state  with  marked  good  results.  It  has 
been  the  uniform  testimony  of  those  attending  these  institutes 
that  the  results  have  been  beneficial  in  awakening  new  interest 
and  zeal  in  the  cause  of  education,  and  imparting  new  vigor  to 
the  teachers.  County  superintendents  have  expressed  their  great 
satisfaction  at  the  results,  and  they  have  been  greatly  encour- 
aged and  strengthened  in  their  own  work  by  the  new  impetus 
thus  given. 

"The  board  consider  that  no  part  of  the  fund  gives 
quicker  returns  or  is  more  satisfactorily  expended  than  that  ap- 
propriated for  these  county  or  district  institutes.  Their  influ- 
ences, in  most  cases  reach  districts  but  little  benefited  by  normal 
classes,  as  it  has  been  the  uniform  policy  of  the  board  to  send 
their  agent  and  make  appropriations  for  institutes  in  those 
counties  where  no  normal  class  exists,  in  order  that  the  bene- 
fit of  the  fund  may  be  partaken  of  by  all." 

INSTITUTIONS  REPORTING. 

' '  There  are  four  classes  of  institutions  making  report  to  this 
board  : 

"  1.     Colleges,  with  a  net  property  of  $50,000. 

"  2.     Female  colleges,  with  a  net  property  of  $20,000. 

"  3.     Academies,  with  a  net  property  of  $5,000. 

"  4.  Union  or  high  schools  without  any  property  qualifica- 
tions defined,  but  being  'under  the  control  of  any  city,  village, 
town  or  district,  according  to  the  laws  of  the  state.' 

"Of  these  several  classes,  reports  were  received  and  a  por- 
tion of  the  fund  appropriated  to  the  following  institutions  : 

"Lawrence  university — Appleton,  Outagamie  county. 

"  Milton  academy — Milton,  Rock  county. 

"  Allen's  Grove  academy — Allen's  Grove,  Walworth  county. 

"  Beloit  High  school — Beloit,  Rock  county. 

"  Delavan  high  school — Delavan,  Walworth  county. 

AMOUNTS   APPROPRIATED  TO  SCHOOLS. 

' '  The  following  table  exhibits  the  number  of  pupils  claimed 
as  having  pursued  normal  studies,  according  to  the  require- 
ments of  the  board,  together  with  the  number  allowed  by  the 
board,  and  the  amount  appropriated  to  each  institution  : 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  21 

1st  Year's     2d  Year.     Allowed.     Amount. 
Course. 

Lawrence  university 12  1              2  $     60  00 

Milton  academy.....". 31  10              9  270  00 

Allen's  Grove  academy 20  5             9  270  00 

Beloit  high  school 20  5  150  00 

Delavan  high  school 7  1  30  00 

Platteville  academy 1  1 

Albion  academy 21  3              1  3000 

Waupaca  high  s'chool 22  9  270  00 

134  20  36         $1,080  00 

"  This  distribution  was  at  the  rate  of  $30.00  for  each  pupil 
passing  the  examination.  The  board  can  only  repeat  a  remark 
made  in  its  report  for  1856: 

"  '  These  amounts,  together  with  those  received  from  the 
tuition  of  the  pupils,  ought  surely  to  be  a  sufficient  inducement 
for  the  establishment  of  good  normal  classes,  and  it  is  not  un- 
reasonable, on  the  part  of  the  state,  to  expect  that  the  work  for 
which  the  institutions  are  paid  shall  be  fully  and  amply  done. 
Nor  should  any  institution  lay  claim  to  or  expect  to  receive  aid 
and  encouragement  from  the  state,  until,  on  its  part,  it  is  will- 
ing and  able  to  do  the  state  some  service. 

FINANCIAL   EXHIBIT. 

' '  Statement  showing  the  transactions  of  the  normal  school 
fund  during  the  fiscal  year  ending  September  30,  1864: 

Receipts.          Disburse- 

Date.  ments. 

1863. 

Oct.     1.    Balance  in  the  fund $   17821 

1864. 
June  1.    Transfer     from    swamp     land    fund 

income 2,977  50 

1863. 

Nov.   3.    Paid  expenses  J.  L.  Pickard $   100  00 

Dec.  16.  services  J.  G.  McMynn 7800 

1864. 

July    1.  services  J.  G.  McMynn 50000 

July    1.  incidental  expenses 100  00 

July    8.  mileage  C.  C.  Sholes 27  00 

July    7.  mileage  Win.  Starr 24  00 

July    8.  mileage  Silas  Chapman 20  00 

July    8.  services  Silas  Chapman 70  00 

July  14.  appropriation  Milton  academy...  27000 

July  14.  appropriation      Allen's     Grove 

academy 270  00 

July  15.  appropriation  Beloit  high  school  150  00 

July  25.  appropriation     "Waupaca     high 

school 270  00 

July  26.             traveling   expenses  J.    G.    Mc- 
Mynn....   200  00 

Aug.    5.  appropriation  Albion  academy..  30  00 

Sept.  6.  mileage  H.  Robbing 20  00 

Sept.  20.  mileage  J.  E.  Thomas 30  00 

Sept.  30.     Balance  in  the  fund 206  71 

$3,155  71        $3,155  71 


22 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 


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SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  23 

SUPERINTENDENT  MC'MYNN's  REPORT  FOR  1864. 

John  G.  McMynn  became  state  superintendent,  Octo- 
ber 1,  1864.  In  his  first  report  he  took  almost  exactly  the 
same  ground  that  had  been  taken  by  Superintendent  Pick- 
ard  in  the  previous  year.  Of  the  plan  of  giving  aid  to  acade- 
mies and  other  schools  for  maintaining  normal  departments, 
he  says:  "The  number  of  departments  at  present  organized 
is  seven ;  and  the  number  of  students  examined  during  the 
present  year  is  less  than  seventy.  Sufficient  time  has  elapsed 
since  the  present  plan  was  adopted,  to  show  that  the  ostens- 
ible objects  of  the  law  are  unattainable  under  the  provisions 
of  the  act.  *  *  The  plan  is  defective.  It  makes  the 
normal  department  subordinate,  and  does  not  provide  for 
the  special  training  of  teachers." 

No  stronger  words,  perhaps,  than  those  of  Superintend- 
ent Barry,  in  1857 ;  but  Superintendent  McMynn  had  been 
long  a  recognized  power  in  the  educational  work  of  the  state,. 
and  he  had  the  energy  and  force  of  character  needful  for  the 
accomplishment  of  any  radical  change  of  state  policy.  Cir- 
cumstances fortunately  concurred.  The  increasing  value  of 
the  swamp  lands  made  it  seem  necessary,  to  the  more 
intelligent,  that  some  action  be  taken  without  further 
delay  toward  some  permanent  investment  of  this  fund 
for  the  best  interests  of  the  whole  state.  Public  senti- 
ment was  also  tolerably  ripe,  after  so  long  a  course  of  educa- 
tion. The  friends  of  normal  schools  did  not  neglect  this 
auspicious  moment. 

LEGISLATIVE  ACTION  IN  1865. 

As  a  result,  the  legislature  of  1865  enacted  a  law  pro- 
viding a  much  more  liberal  endowment  for  normal  instruc- 
tion, and  devoting  it  to  the  establishment  and  support  of 
distinctively  normal  schools.  The  history  and  purport  of 
the  bill  will  be  more  fully  presented  in  the  chapter  following. 

Early  in  this  session  of  the  legislature,  1865,  a  bill  was 
introduced  by  Hon.  Anthony  Van  Wyck,  of  Kenosha,  "to 
provide  for  the  establishment  of  a  state  normal  school."  It 
passed  the  senate  and  worked  its  way  through  the  com- 
mittee of  the  whole  in  the  assembly  without  amendment, 
when  its  further  consideration  was  rendered  unnecessary 
by  the  final  passage  of  the  bill  mentioned  in  the  previous 
paragraph.  Senator  Van  Wyck's  bill  devoted  to  the  sup- 
port of  a  single  school  the  same  fund  which  has  since  been 
found  sufficient  for  the  maintenance  of  several. 


24  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

The  laws  relating  to  normal  instruction  were  codified  in 
1 869,  and  have  received  but  slight  changes  since  that  time. 
The  normal  system  has  been  rapidly  and  wisely  developed,  and 
must  increase  or  decline  in  the  favor  of  the  people,  according 
to  the  measure  of  its  work.  The  history  of  its  growth  and 
the  statement  of  its  present  condition  will  be  given  in  ensu- 
ing chapters. 

It  may  be  said,  in  passing,  that  the  term  "normal"  has 
been  unwarrantably  tacked  on  to  the  titles  of  several  private 
or  incorporated  institutions  ;  but  no  distinct  normal  school 
has  ever  been  established  in  Wisconsin  outside  of  the  state 
system,  with  the  single  exception  of  the  Holy  Family  Teach- 
ers' seminary,  a  Roman  Catholic  institution  at  St.  Francis, 
near  Milwaukee.  This  school  has  a  three  years'  course  of 
study,  including  modern  languages  and  making  a  specialty 
of  musical  instruction. 

RESUME   OP     THE   GROWTH   OF     THE     NORMAL     SCHOOL     IDEA    IN 

WISCONSIN. 

To  recapitulate,  briefly,  the  growth  of  the  normal  school 
idea  in  Wisconsin  :  It  was  introduced  into  the  constitutional 
conventions  of  the  territory  by  a  few  intelligent  citizens, 
zealous  for  the  cause  of  popular  education.  It  was  brought 
forward  and  urged,  in  some  form,  by  every  superintendent 
of  public  instruction,  in  every  annual  report,  from  the  ad- 
mission of  the  state  to  the  adoption  of  the  present  normal 
school  system  in  1865.  It  was  adhered  to,  in  a  departmental 
form,  by  the  authorities  of  the  state  university  for  the  twenty 
years  from  1849  to  1869. 

It  received  some  impetus  from  Dr.  Barnard  in  his 
career  in  this  state,  but  more  from  some  of  the  more  perma- 
nent educational  workers  of  the  state,  like  Hon.  Jno.  G. 
McMynn,  Rev.  J.  B.  Pradt,  Prof.  Chas.  H.  Allen,  and  others 
who  have  worked  with  them  and  after  them.  Strangely 
enough,  it  appears  to  have  received  but  little  encouragement 
from  the  state  teachers'  association,  as  such,  until  it  was 
fairly  on  its  feet. 

CHAPTER  II. 

THE  FORMATION  OF  THE  FUND. 

Previous  to  1857,  nothing  had  been  effected  in  the  way 
of  providing  a  fund  for  the  support  of  normal  instruction. 
The  matter  had  been  agitated,  somewhat,  in  a  general  way. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  25 

Superintendent  Ladd,  in  1853,  had  asked,  unsuccessfully, 
for  a  permanent  appropriation  for  teachers'  institutes  ;  and 
the  university  had  asked,  as  unsuccessfully,  for  aid  in  de- 
veloping its  normal  department  under  Professor  Read  in 
1854.  A  division  of  the  general  school  fund  for  normal 
school  purposes  had  been  proposed,  but  nothing  had  been 
accomplished. 

ACT  OF  CONGRESS  OF  1850. 

In  1850,  by  an  act  of  congress  entitled  "an  act  to 
enable  the  state  of  Arkansas  and  other  states  to  reclaim  the 
swamp  lands  within  their  limits,"  a  grant  had  been  made  by 
the  general  government  to  the  state  of  a  large  amount  of 
swamp  and  overflowed  lands.  The  proceeds  of  these  lands 
were,  by  the  provision  of  the  grant,  to  be  "applied  ex- 
clusively, so  far  as  necessary,  to  the  purpose  of  reclaiming 
said  lands  by  means  of  levees  and  drains." 

In  the  United  States  land  survey  of  the  state — made  as 
it  was,  partly  in  winter  and  partly  in  the  spring,  when  the 
natural  wetness  of  forest  lands  is  greatest — much  land  had 
been  described  and  recorded  as  "swamp  and  overflowed," 
which  subsequently  proved  to  be  of  the  very  best  quality. 
The  amount,  also,  was  large,  comprising,  as  was  eventually 
determined,  several  millions  of  acres.  But  a  moderate  share 
of  the  proceeds  would  be  needed,  or  could  be  used,  for  strictly 
drainage  purposes.  As  time  went  on,  and  the  value  of  the 
grant  became  more  apparent,  the  question  of  the  disposal  of 
the  proceeds  not  necessary  for  drainage  became  an  im- 
portant one. 

By  an  act  approved  October  11,  1856,  one-fourth  of  the 
net  proceeds  was  set  apart  as  the  drainage  fund,  the  remain- 
ing three-fourths  going  to  the  school  fund.  This  distribu- 
tion applied  also  to  the  already  accumulated  proceeds  of  the 
swamp  land  sales. 

At  the  next  session  of  the  legislature,  a  law  was  enacted 
which  set  apart  one  of  the  three-fourths  given  to  the  school 
fund  as  a  normal  school  fund.  Portions  of  the  act,  contain- 
ing its  salient  features,  are  here  given. 

THE   ACT   OF    1857. 

"An  act  for  the  encouragement  of  academies  and  normal 
schools. 

"The  people  of  the  state  of  Wisconsin,  represented  in  senate 
and  assembly,  do  enact  as  follows: 

"  §  1 .     It  shall  hereafter  be  the  duty  of  the  commissioners 


26  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

of  the  school  and  university  lands  to  apportion  the  income  of 
twenty-five  per  cent,  of  the  gross  proceeds  arising  from  the  sale 
of  swamp  and  overflowed  lands  granted  to  this  state,  by  an  act 
of  congress  entitled  'an  act  to  enable  the  state  of  Arkansas  and 
other  states  to  reclaim  the  swamp  and  overflowed  lands  within 
their  limits,'  approved  September  28,  1850,  to  normal  institutes 
and  academies  as  hereinafter  provided. 

"  §  2.  For  the  purpose  of  more  fully  carrying  out  the  pro- 
visions of  this  act,  there  shall  be  constituted  a  board  of  nine 
regents,  to  be  called  the  '  board  of  regents  of  normal  schools,' 
no  two  of  whom  shall  reside  in  any  one  county  of  this  state. 
They  shall  be  appointed  by  the  governor,  by  and  with  the  ap- 
proval of  the  senate.  The  governor  and  superintendent  of  public 
instruction  shall  be  ex-officio  members  of  the  said  board  of  re- 
gents. They  shall  have  a  voice,  but  shall  not  be  allowed  to  vote 
on  any  of  the  business  of  the  board  of  regents.  The  governor 
shall  have  power  to  fill  all  vacancies  which  may  occur  by  death, 
resignation  or  otherwise,  until  the  next  meeting  of  the  legisla- 
ture, or  while  the  legislature  is  not  in  session,  but  the  appoint- 
ments thus  made  shall  be  confirmed  by  the  senate  during  the 
next  succeeding  session  of  the  legislature  :  provided,  that  the 
first  board  of  regents  shall  have  power  to  act  though  appointed 
by  the  governor  after  the  adjournment  of  the  present  session  of 
the  legislature. 

^E  9§C  ^C  )JC  9|C  ^C  2ft 

"  §  7.  All  applications  for  any  of  the  income  of  the  school 
fund,  pursuant  to  the  provisions  of  this  act,  shall  be  made  to- 
the  board  of  regents  of  normal  schools,  in  such  manner  as  they 
shall  direct,  and  the  school  land  commissioners  shall  distribute 
the  income  fund  specified  in  section  one  of  this  act  to  such  nor- 
mal schools  and  academies,  and  in  such  ratio  as  the  board  of 
regents  shall  designate,  and  no  religious  test  shall  ever  be  re- 
quired of  any  student  or  scholar  in  any  of  the  institutions  and 
schools  receiving  any  of  the  income  fund  designated  in  this  act. 

"  §  8.  The  regents  shall  require  of  each  institution  apply- 
ing for  any  of  the  income  fund  designated  in  section  one,  satis- 
factory evidence,  which  shall  be  uniform,  that  the  provisions  of 
this  act  have  been  fully  complied  with.  They  shall  require  a 
report  annually  at  such  time  as  they  shall  designate,  of  the 
number,  age,  residence  and  studies  of  each  pupil  or  scholar  re- 
turned to  them,  entitled  to  the  distribution  share  of  said  income 
fund.  And  they  shall  make  a  report  of  the  state  and  condition 
of  such  institution  drawing  from  the  income  fund,  to  the  gover- 
nor, at  the  same  time  that  the  other  state  officers  are  required  to 
report.  A  copy  of  the  proceedings  of  the  board  of  regents,  fully 
and  fairly  kept  and  codified  by  their  president  and  secretary, 
shall  be  filed  annually  at  the  close  of  each  fiscal  year  of  this  state, 
in  the  office  of  secretary  of  state. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  27 


"  §10.  All  the  income  of  the  fund  provided  for  in  section 
one  of  this  act  shall  be  distributed  to  the  colleges,  universities 
and  academies  severally,  except  the  state  university,  having  es- 
tablished and  maintained  such  normal  institute,  according  to 
the  number  of  pupils  so  instructed  in  such  studies  and  for  such 
a  period  of  time  as  the  board  of  regents  may  designate  as  a  qual- 
ification or  condition  for  receiving  the  benefits  of  this  act,  until 
the  amount  awarded  to  any  one  of  such  schools  shall  reach  the 

sum  of  three  thousand  dollars  annually. 

******* 

"  §  14.  Whenever  any  town,  city  or  village  in  this  state  shall 
propose  to  give  a  site  and  suitable  building  and  fixtures  for  a 
state  normal  school,  free  from  all  incumb ranees,  said  board  of 
regents  may  consider  the  same,  and  if,  in  their  opinion,  the  in- 
terests of  education  will  be  advanced  thereby,  they  may,  in  their 
discretion,  select  from  such  propositions  the  one  most  feasible 
and  located  in  such  place  as  is  deemed  easiest  of  access,  and 
apportion  to  the  same  annually  a  sum  not  exceeding  three  thous- 
and dollars  for  the  support  and  maintenance  of  teachers  therein. 

".§  15.  No  charge  shall  be  made  for  tuition  to  any  pupil 
or  scholar  in  said  normal  school  whose  purpose  is  to  fit  himself 
as  a  teacher  of  common  schools  in  this  state,  and  the  number 
and  qualifications  of  scholars,  and  regulations  under  which  they 
shall  be  admitted,  shall  be  determined  by  the  board  of  regents. 
Of  the  remainder  of  the  income  mentioned  in  section  one  of  this 
act,  every  incorporated  college  in  this  state  with  a  clear  capital 
of  $50,000  (except  the  state  university)  shall  be  entitled  to  re- 
ceive $20  for  every  female  graduate  who  shall  have  pursued  the 
regular  course  of  study  in  such  college,  or  such  a  course  as  the 
board  of  regents  in  this  act  shall  prescribe  in  lieu  thereof." 

LEGISLATIVE  ACTION. 

In  1858,  the  legislature  added  another  fourth  of  the 
swamp  land  fund  to  the  drainage  fund,  thus  leaving  but 
one-fourth  in  the  general  school  fund.  The  normal  school 
act  of  1857,  quoted  above  in  part,  was  in  operation  for 
eight  years.  The  amount  of  money  disbursed  under  it 
was,  in  1857,  $14,520 ;  in  1858,  $10,152 ;  after  that  amounts 
varying  from  $3,000  to  $5,000  per  annum,  a  portion  of 
which  was  expended  for  teachers'  institutes.  In  1865,  a 
radical  change  was  made,  both  in  the  constitution  of  the 
fund  and  the  objects  and  method  of  its  disbursement. 

The  swamp  land  question  was  still  troubling  the  Solons 
of  the  state.  Local  "grabs"  and  "steals"  were  being  con- 
tinually worked  up  against  the  swamp  land  fund.  One 
favorite  method  of  attack  was  the  building  of  state  roads, 


28  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

etc.,  by  appropriating  swamp  lands  for  the  purpose,  these 
measures  being  often  only  the  sharp  schemes  of  private 
parties.  When  the  legislature  met  in  1865,  it  was  felt  that 
one  of  its  first  duties  was  to  make  some  permanent  and 
final  disposition  of  these  lands  so  that  the  whole  might  not 
be  squandered  and  dissipated  to  no  general  good.  "An  act 
to  dispose  of  the  swamp  and  overflowed  lands,  and  the  pro- 
ceeds therefrom,"  was  introduced,  in  the  assembly,  by  Hon. 
Jackson  Hadley,  of  Milwaukee,  once  the  popular  principal 
of  the  Buffalo,  N.  Y.,  high  school.  It  passed  the  house 
March  24,  with  but  four  dissenting  votes,  and  passed  the 
senate  April  7,  receiving  the  approval  of  Gov.  Lewis,  April 
11.  So  much  of  the  law  as  relates  to  the  normal  school 
fund  is  here  inserted  : 

THE  ACT  OF    1865. 

"An  act  to  dispose  of  the  swamp  and  overflowed  lands,  and 
the  proceeds  therefrom. 

"The  people  of  the  State  of  Wisconsin,  represented  in  sen- 
ate and  assembly,  do  enact  as  follows: 

"Section  1.  All  the  provisions  of  law  which  direct  the  ap- 
plication and  use  of  the  swamp  and  overflowed  lands  of  this 
state,  and  of  the  lands  selected  in  lieu  of  swamp  and  overflowed 
lands,  and  of  the  moneys  received  on  sale  of  such  swamp  and  se- 
lected lands,  and  of  the  moneys  received  from  the  United  States  in 
lieu  of  swamp  lands,  for  the  purposes  of  drainage,  and  for  support- 
ing common  schools,  noniial  schools  and  academies,  are  hereby  re- 
pealed ;  and  all  acts  granting  or  offering  to  grant,  or  authorizing 
the  conveyance  of  any  such  lands  to  any  county,  town,  corpora- 
tion, officer,  board,  or  any  person  or  persons,  are  hereby  re- 
pealed ;  and  such  grants,  offers,  and  authority  are  revoked  and 
annulled,  except  so  far  as  the  title  to  such  granted  lands  may 
have  been  actually  diverted  under  such  acts  :  provided,  that 
nothing  herein  contained  shall  impair  the  obligation  of  any  con- 
tract heretofore  made. 

"Section  2.  All  the  swamp  and  overflowed  lands  hereto- 
fore received  by  this  state  from  the  United  States,  under  and  in 
pursuance  of  an  act  of  congress,  entitled  'an  act  to  enable  the 
state  of  Arkansas  and  other  states  to  reclaim  the  swamp  lands 
within  their  limits,'  approved  September  28,  A.  D.  1850,  and 
which  are  IIOAV  owned  by  this  state,  and  all  lands  now  owned  by 
this  state  which  were  selected  in  lieu  of  swamp  and  overflowed 
lands,  as  authorized  by  an  act  of  congress,  entitled  'an  act  for 
the  relief  of  purchasers  and  locators  of  swamp  and  overflowed 
lands,'  approved  March  2,  A.  D.  1855,  and  all  moneys  received 
from  the  United  States  in  lieu  of  swamp  and  overflowed  lands 
under  the  provisions  of  the  act  of  congress  last  aforesaid,  and  all 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  29 

moneys  received  by  this  state,  as  purchase  money,  for  swamp 
and  overflowed  lands,  and  for  lands  selected  as  aforesaid,  in  lieu 
of  swamp  and  overflowed  lands,  including  the  amounts  loaned 
and  invested,  together  with  all  sums  of  money  due  or  to  become 
due  as  balance  of  purchase  money  on  contract  for  the  sale  of 
such  swamp  lands  and  selected  lands,  shall,  after  deducting  the 
incidental  expenses  heretofore  paid  from  said  funds,  and  the 
losses  sustained  therefrom ,  as  near  as  they  can  be  conveniently 
ascertained,  be  divided  into  two  equal  parts,  the  one  part  to  be 
denominated  'the  normal  school  fund,'  and  the  other  to  be  de- 
nominated 'the  drainage  fund.'  In  making  the  partition  be- 
tween such  funds,  the  swamp  lands  and  moneys  receivable  on 
contracts  for  the  sale  of  swamp  lands  shall,  as  far  as  practicable, 
regard  being  had  to  the  mode  of  distribution  required  by  section 
six  of  this  act,  be  set  apart  to  the  drainage  fund  ;  and  the  mon- 
eys received  in  lieu  of  and  in  payment  of  lands  as  aforesaid,  in- 
cluding the  sums  invested  and  the  lands  selected  in  lieu  of 
swamp  lands,  and  the  moneys  receivable  on  contracts  for  the 
sale  of  such  selected  lands,  shall,  as  far  as  practicable,  be  set 
apart  to  the  normal  school  fund  ;  and  for  the  purpose  of  making 
such  partition,  one  dollar  shall  be  taken  to  be  the  equivalent  of 
one  acre  of  such  lands. 

"Sections.  All  the  swamp  and  overflowed  lands  which 
this  state  shall  hereafter  receive,  pursuant  to  said  act  of  congress, 
.approved  September  28th,  A.  D.  1850,  shall,  on  receipt  thereof, 
be  partitioned  equally,  by  counties,  between  the  drainage 
fund  and  the  normal  school  fund,  and  the  part  known  as  drain- 
age fund  shall  be  set  apart  to  the  counties  respectively  in  which 
such  lands  lie,  to  be  used  and  applied  as  the  other  drainage 
fund  belonging  to  such  counties  is,  by  this  act,  directed  to  be 
used  and  applied.  And  all  the  moneys  which  this  state  shall 
hereafter  receive  from  the  United  States,  in  lieu  of  swamp  and 
overflowed  lands,  shall,  on  receipt  thereof,  be  equally  divided 
between  the  drainage  fund  and  the  normal  school  fund  ;  and 
that  part  which  is  known  as  the  drainage  fund  shall  be  distrib- 
uted to  the  several  counties  in  proportion  to  the  number  of  acres 
of  swamp  land  therein,  and  shall  be  used  and  applied  as  the 
other  drainage  fund  belonging  to  such  counties  is,  by  this  act, 
directed  to  be  used  and  applied. 

"Section  4.  The  land  belonging  to  the  normal  school  fund 
shall  be  sold,  and  the  moneys  arising  from  such  sales,  and  all 
other  moneys  belonging  to  the  fund,  shall  be  invested  in  the 
same  manner  and  by  the  same  officers  as  now  provided  by  law 
for  the  sale  and  investment  of  the  school  fund. 

"Section  5.  The  income  of  the  normal  school  fund  shall  be 
applied  to  establishing,  supporting  and  maintaining  normal 
schools,  under  the  direction  and  management  of  the  board  of 
normal  school  regents  :  provided  that  twenty-five  per  cent,  of 


30  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

said  income  shall  be  annually  transferred  to  the  school  fund  in- 
come, until  the  annual  income  of  the  school  fund  shall  reach 
the  sum  of  two  hundred  thousand  dollars." 

The  remaining  sections  of  the  act  relate  to  the  location 
and  division  of  the  lands,  and  the  application  of  the  drain- 
age fund. 

PARTITION    OF    THE    LANDS. 

Hon.  G.  D.  Elwood,  of  Princeton,  who  had  been  the 
active  champion  of  the  bill  in  the  senate,  was  appointed  by 
the  commissioners  of  school  and  university  lands  to  make 
the  division  of  the  lands  in  pursuance  of  the  provisions  of  the 
act.  In  their  report  for  1865,  the  commissioners  say:  "The 
division  was  the  work  of  great  study  and  labor,  occupying 
several  months.  In  order  to  accomplish  it  faithfully  and 
correctly,  according  to  the  letter  and  the  spirit  of  the  law,  we 
availed  ourselves  of  the  services  of  Hon.  G.  De  Witt  Elwood, 
to  whose  skill,  industry,  good  judgment  and  accuracy  we  are 
chiefly  indebted  for  the  excellent  execution  of  the  details  of 
the  work." 

The  allotment  of  the  normal  school  fund  was,  in  round 
numbers,  $600,000  in  cash  and  dues,  and  500,000  acres  of 
land,  estimated  in  the  law  at  one  dollar  per  acre,  with  other 
lands  not  yet  put  in  market. 

Thus  the  board  of  regents  started  out  in  its  new  course 
with  a  productive  fund,  already  in  hand,  of  about  $600,000, 
with  a  net  annual  income  of  over  $30,000,  with  a  certain 
increase  so  fast  as  the  lands  should  be  sold. 

FURTHER    LEGISLATIVE     ACTION. 

The  board  of  regents  of  normal  schools  was  incorporated, 
and  its  various  powers  were  fully  defined,  by  legislative  act 
in  1866.  In  1869,  the  laws  relating  to  normal  instruction 
\vere  codified.  In  1870,  the  annual  transfer  of  twenty-five 
per  cent,  of  the  normal  school  fund  income  to  the  school 
fund  income,  as  required  by  section  5  of  the  act  of  1865,  was 
stopped;  and  since  that  time  the  normal  fund  has  remained 
intact,  and  its  income  has  been  wholly  devoted  to  the  pur- 
poses of  normal  instruction,  in  the  establishment  and  sup- 
port of  normal  schools  and  teachers'  institutes. 

PRESENT   RESOURCES. 

The  total  productive  fund,  July  1,  1892,  was  $1,782,500. 
And  more  than  $150,000,  including  sites  and  buildings,  have 
been  donated  by  the  several  towns  in  which  the  five  normal 
schools  now  in  operation  are  located. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  31 

The  income  from  the  fund,  for  the  year  ending  July  1, 
1892,  was  about  $95,000,  to  which  must  be  added  about 
$13,500  of  local  receipts  at  the  schools.  There  is  also  a 
.standing  annual  appropriation  from  the  general  fund  of  the 
state  of  $2,000,  for  the  partial  support  of  teachers'  institutes, 
and  $10,000  for  the  partial  support  of  the  Milwaukee  nor- 
mal school,  thus  aggregating  an  annual  revenue  of  about 
.$120,500. 

In  1891,  the  legislature  appropriated  $20,000  for  the  en- 
largement of  the  buildings  at  Platteville  and  Whitewater, 
this  being  the  first  contribution  from  the  general  fund  of 
the  state  for  building  purposes. 

There  are  yet  unsold  (1892)  about  240,000  acres  of  land, 
which  will,  in  time,  considerably  increase  the  fund.  This 
fund,  like  all  the  school  funds  of  the  state,  is  under  the  con- 
trol of  a  board  called  the  commissioners  of  school  and  uni- 
versity lands,  and  composed  of  the  secretary  of  state,  the 
state  treasurer,  and  the  attorney-general.  This  board  has 
charge  of  the  sale  of  lands,  and  the  investment  of  the  funds, 
which  is  largely  in  the  way  of  loans  to  towns,  school  dis- 
tricts, etc.,  though  the  state  itself  is  the  principal  debtor  to 
the  school  funds. 

CHAPTER  III. 

THE     BOARD    OF     REGENTS. 

"The  board  of  regents  of  normal  schools  of  Wiscon- 
sin" was  constituted  by  the  act  of  1857,  and  consists  of  two 
ex-officio  and  nine  appointed  members.  The  nine  are 
appointed  by  the  governor,  by  and  with  the  approval  of  the 
senate.  Their  term  of  office  is  three  years  and  until  their 
successors  are  appointed  and  confirmed;  and  they  are  di- 
vided into  three  classes,  so  that  the  term  of  office  of  one 
class  expires  each  year.  The  ex-officio  members  are  the  gov- 
ernor of  the  state  and  the  superintendent  of  public  instruc- 
tion. The  officers  of  the  board  are  a  president,  vice-presi- 
dent and  secretary,  who  are  elected  each  year.  The  state 
treasurer  is  ex-officio  treasurer  of  the  board. 

The  board  holds  two  regular  meetings  each  year,  the 
annual  meeting  required  by  law,  on  the  second  Wednesday 
of  July,  and  the  semi-annual  meeting  on  the  first  Wednes- 
day in  February.  Special  meetings  may  be  called  by  the 
president  of  the  board  or  governor,  on  petition  of  any 
three  members. 


32  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

The  board  is  a  body  corporate,  and  has  full  control  and 
direction  of  the  locating,  building,  supplying  and  operating 
the  schools,  of  the  school  property,  and  of  the  income  of  the 
normal  school  fund,  but  not  of  the  fund  itself,  which  is 
under  the  control  of  the  "commissioners  of  school  and  univer- 
sity lands."  The  members  of  the  board  receive  no  compen- 
sation for  their  services  except  for  "specific  service  rendered 
under  the  direction  of  the  board,  other  than  attending  the 
meetings' thereof,"  and  actual  expenses  in  attending  the  meet- 
ings or  performing  other  service  directed  to  be  performed. 

The  president  of  the  board  is  required  to  make  a  bien- 
nial report  to  the  governor  of  the  state,  and  an  annual  re- 
port to  the  superintendent  of  public  instruction,  giving  a  de- 
tailed account  of  the  doings,  expenditures,  etc.,  of  the  board. 

THE   ORIGINAL    MEMBERSHIP   OF    THE    BOARD. 

The  original  board  was  appointed  by  Governor  Coles 
Bashford  in  1857,  and  consisted  of  the  following  members : 

Edward  Cooke,  J.  G.  McKindley,  A.  C.  Spicer,  Alfred 
Brunson,  Noah  H.  Virgin,  J.  J.  Enos,  S.  A.  Bean,  M.  P.  Kin- 
ney  and  D.  Y.  Kilgore. 

The  first  meeting  was  held  in  the  assembly  chamber,  at 
Madison,  on  July  5th,  1857,  when  the  oath  of  office  was  ad- 
ministered by  Associate  Justice  A.  D.  Smith,  of  the  supreme 
court.  The  officers  elected  were :  Rev.  Martin  P.  Kinney, 
of  Racine,  president;  Dr.  Edward  Cooke,  of  Appleton, 
vice-president ;  D.  Y.  Kilgore,  of  Madison,  secretary.  This 
board  proceeded  with  its  duties  through  the  remainder  of 
the  year,  though  the  members  had  been  appointed  after 
the  adjournment  of  the  legislature,  and  so  not  confirmed. 

January  28,  1858,  their  names  were  sent  to  the  senate, 
for  confirmation,  by  Governor  A.  W.  Randall.  On  February 
12,  the  senate  proceeded  to  confirm  the  appointments  indi- 
vidually ;  but  after  several  had  been  confirmed,  the  whole 
matter  was  reconsidered,  and  the  entire  list  was  returned  to 
the  governor  with  the  information  that  the  senate  refused  to 
confirm,  on  the  ground  that  the  members  were  not  properly 
distributed  throughout  the  state.  Perhaps  there  was  some 
other  reason  back  of  that. 

On  February  25,  1858,  Governor  Randall  nominated  an 
entirely  new  board,  as  follows : 

Terms  expire  January  1,  1859 — C.  C.  Sholes,  Kenosha 
county  ;  Julius  T.  Clark,  Dane  county  ;  L.  H.  Gary,  She- 
boygan  county. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  3£ 

Terms  expire  January  1, 1860 — John  Hodgson,  AVauke- 
sha  county  ;  James  H.  Howe,  Brown  county ;  Hamner  Bob- 
bins, Grant  county. 

Terms  expire  January  1,  1861 — Silas  Chapman,  Mil- 
waukee county ;  0.  T.  Maxson,  Pierce  county ;  Win.  E. 
Smith,  Dodge  county. 

All  were  confirmed  by  the  senate  March  3,  1859. 

The  new  board  held  its  first  meeting  at  Madison,  March 
25,  1858,  and  organized  by  the  election  of  C.  C.  Sholes,  of 
Kenosha,  as  president;  Wm.  E.  Smith,  of  Fox  Lake,  vice- 
president  ;  and  Julius  T.  Clark,  of  Madison,  secretary. 

Messrs.  Howe  and  Hodgson  did  not  enter  into  the  work 
of  the  board,  but  soon  resigned,  and  their  places  were  filled 
by  two  of  the  original  board  which  had  been  appointed  by 
Governor  Bashford,  viz.:  Dr.  Edward  Cooke,  of  Appleton, 
and  Sidney  A.  Bean,  of  Waukesha. 

The  following  gentlemen  have  been  members  of  the 
board  at  some  time  since  the  rejection  of  the  original  nine : 

MEMBERSHIP    OF   THE    BOARD    OF    REGENTS. 

Governor  A.  AV.  Randall,  ex-officio 1858-62 

State  Superintendent  L.  C.  Draper,  ex-officio 1858-60 

C.  C.  Sholes,  Kenosha 1858-67 

Julius  T.  Clark,  Madison 1858-67 

Luther  H.  Cary,  Greenbush 1858-62 

John  Hodgson,  Waukesha 1858 

Dr.  Edward  Cooke,  Appleton 1859 

Jas.  H.  Howe,  Green  Bay 1858 

Hamner  Robbins,  Platteville 1858-72 

Silas  Chapman,  Milwaukee 1858-67 

0.  T.  Maxson,  Prescott 1858-64 

Wm.  E.  Smith,  Fox  Lake  and  Milwaukee 1858-76,  1878-82 

Sidney  A.  Bean,  Waukesha 1859-63 

Jacob  West,  Evansville 1860 

State  Superintendent  J.  L.  Pickard,  ex-officio 1860-64 

Edward  Daniels,  Ripon 1860-63 

Governor  Louis   P.    Harvey,   ex-omcio,    Januarv  5  to 

April  19 1862 

Rev.  J.  I.  Foote,  Footeville 1862-65 

Governor  Edward  Salomon,   ex-officio 1862-64 

Governor  James  T.  Lewis,  ex-officio 1864-66 

State  Superintendent  J.  G.  McMynn,  ex-officio 1864-68 

Wm.  Starr,  Ripon 1864-79 

Jno.  E.  Thomas,  Sheboygan  Falls .1864-70 

Geo.  Griswold,  Columbus 1864-66 

S.    A.  White,  Whitewater... 1865-70,  1874-77 

Governor  Lucius  Fairchild,  ex-officio 1866-72 


34  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

Henry  Kleinpell,  Sauk  City 1866-67 

Henry  Lines,  Oshkosh *. 1867-70 

Nelson  Williams,  Stoughton 1867-70 

Rev.  William  C.  Whitford,  Milton 1867-75,    1878-82 

State  Superintendent  A.  J.  Craig,  ex-officio 1868-70 

Allen  H.  Weld,  River  Falls 1868-77 

T.  D.  Weeks,  Whitewater 1870-74,  1877-89 

James  I.  Lyndes,  La  Crosse 1870-76 

Samuel  Gary,  Oshkosh 1870-74 

State  Superintendent  Samuel  Fallows,  ex-officio 1870-74 

W.  H.  Chandler,  Sun  Prairie 1871-92 

Governor  C.  C.  Washburn,  ex-officio 1872-74 

J.  H.  Evans,  Platteville 1872-90 

Governor  Wm.  R.  Taylor,  ex-officio 1874-76 

State  Superintendent  Edward  Searing,  ex-officio 1874-78 

Charles  A.  Weisbrod,  Oshkosh 1874-76 

F.  W.  Cotzhausen,  Milwaukee 1875-78 

Governor  Harrison  Ludington,  ex-officio 1876-78 

John  Phillips,  Stevens  Point 1876-91 

S.  S.  Sherman,  Milwaukee 1876-79 

Samuel  M.  Hay,  Oshkosh 1876-91 

A.  D.  Andrews,  River  Falls 1877-86 

State  Superintendent  Wm.  C.  Whitford,  ex-officio 1878-82 

Governor  Wm.  E.  Smith,  ex-officio 1878-82 

Carl  Doerflinger,  Milwaukee 1878-82 

James  MacAlister,  Milwaukee 1879-83 

A.  O.  Wright,  Fox  Lake 1879-81 

Charles  A.  Hutchins,  Fond  du  Lac 1881-90 

State  Superintendent  Robert  Graham,  ex-officio 1882-87 

Governor  J.  M.  Rusk,  ex-officio 1882-89 

G.  E.  Gordon,  Milwaukee 1882-87 

Emil  Wallber,  Milwaukee   1883-89 

Charles  V.  Guy,  River  Falls 1886-92 

State  Superintendent  Jesse  B.  Thayer,  ex-officio 1887-91 

WTm.  E.  Anderson,  Milwaukee 1887-90 

Governor  W.  D.  Hoard,  ex-officio 1889-91 

E.  M.  Johnson,  Whitewater 1889-00 

J.  E.  Singer,  Milwaukee... 1890-91 

Michael  Kirwan ,  Manitowoc 1890-00 

M.  A.  Thayer,  Sparta 1890-91 

Governor  George  W.  Peck,  ex-officio 1891-00 

State  Superintendent  0.  E.  Wells,  ex-officio 1891-00 

Geo.  W.  Cate,  Stevens  Point 1891-92 

Dennis  J.  Gardner,  Platteville 1891-00 

Ira  A.  Hill,  Sparta 1891-00 

Jno.  W.  Hume,  Oshkosh 1891-00 

Jacob  Mendel,  Milwaukee 1891-92 

F.  P.  Ainsworth,  River  Falls 1892-00 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  35 

Bernard  Goldsmith,  Milwaukee 1892-00 

W.  D.  Parker,  Madison 1892-00 

Byron  B.  Park,  Stevens  Point 1892-00 

SPECIAL   MENTION    OF    PROMINENT    MEMBERS. 

Special  mention  can  be  made  of  only  a  few  of  the  more 
active  and  influential  members.  Of  the  ex-officio  members, 
the  state  superintendents  have  been,  from  the  nature  of  the 
case,  uniformly  active  and  intelligent  regents.  Of  the  gov- 
ernors, most  have  not  actually  identified  themselves  with 
the  work  of  the  board.  But  two,  Lucius  Fairchild  and  Win. 
E.  Smith,  will  be  remembered  as  among  the  most  wise,  ener- 
getic and  useful  friends  of  normal  schools.  They  actively 
participated  in  all  the  labors  of  the  board. 

The  first  president  of  the  board  was  Honorable  C.  C. 
Sholes,  of  Kenosha,  who  served  in  that  capacity  from  1858 
until  his  death,  October  5,  1867.  He  was  succeeded  by  Hon- 
orable Wm.  Starr,  who  stamped  his  strong  individuality 
upon  all  the  work  of  the  board  until  his  death  in  April,  1879. 
The  next  president  was  Honorable  J.  H.  Evans,  of  Platte- 
ville,  who  presided  eleven  years,  retiring  from  the  board  in 
1890.  Honorable  John  W.  Hume,  of  Oshkosh,  was  chosen 
to  succeed  Mr.  Evans,  being  the  fourth  president  only,  in 
over  a  third  of  a  century. 

Silas  Chapman,  of  Milwaukee,  was  the  efficient  secre- 
tary of  the  board  for  nearly  nine  years.  Several  state  super- 
intendents also  served  in  this  capacity  ;  but  in  1878,  Honor- 
able Willard  H.  Chandler,  of  Sun  Prairie,  was  chosen  secretary, 
and  held  that  office  until  his  retirement  from  the  board  in 
1892,  after  an  active  membership  of  twenty-one  years.  On 
his  resignation  of  the  secretaryship,  the  following  resolution 
was  unanimously  adopted  by  the  board  : 

"Whereas,  W.  H.  Chandler,  for  many  years  a  member  and 
secretary  of  this  board,  has  just  retired  therefrom,  and  tenders 
his  resignation  of  the  secretaryship, 

"Resolved,  That  in  accepting  such  resignation,  it  is  the 
sense  of  the  board  that  as  such  member  and  secretary  the  service 
of  Mr.  Chandler  to  the  normal  schools  of  this  state,  in  their 
establishment,  extension  and  maintenance,  and  in  the  improve- 
ment and  supervision  of  the  instruction  given,  and  in  his  efforts 
which  have  materially  contributed  to  make  these  schools  efficient 
and  prosperous  to  a  degree  which  will  bear  favorable  compari- 
son with  like  schools  elsewhere,  as  well  as  in  moulding  and 
directing  the  institute  work  of  the  state  for  many  years,  has  been  ot 
inestimable  value  to  this  board  and  to  the  public  school  system 


36  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

of  Wisconsin,  and  that  such  services  merit  and  should  receive  the 
cordial  recognition  and  grateful  acknowledgment  of  the  board 
and  the  friends  of  public  education  throughout  the  state." 

Mr.  Chandler  was  succeeded  as  secretary  by  Professor 
Warren  D.  Parker,  formerly  president  of  the  River  Falls 
normal  school,  who  is  the  first  officer  of  the  board  to  devote 
his  whole  time  to  its  service. 

CHAPTER  IV. 

LOCATION    AND    OPENING    OP    THE   SCHOOLS. 

After  the  passage  of  the  act  of  1865,  it  soon  became 
evident  that  normal  schools  would  be  established  at  several 
points  in  the  state ;  and  different  localities  at  once  began  to 
press  their  claims. 

The  board  of  regents,  after  due  deliberation,  adopted 
the  plan  of  locating  a  school,  eventually,  in  each  of  the  con- 
gressional districts  of  the  state,  which  were  then  six  in 
number.  They  early  visited  and  examined  several  of  the 
competing  localities  and  received  proposals  from  them  ;  but 
no  decisive  action  was  taken  until  February  28,  1866,  when 
it  was  voted  to  locate  schools  at  Whitewater  and  Platteville. 
A  building  committee  was  appointed  and  instructed  to  pro- 
cure plans,  etc.,  for  the  building  at  Whitewater.  On  the  2d 
of  May,  the  transfers  of  title  to  the  sites  were  completed,  and 
the  building  committee  was  instructed  to  proceed  to  the 
erection  of  the  building. 

Proposals  had  been  laid  before  the  board  from  no  less 
than  sixteen  cities  and  villages,  making  offers  of  sites  and 
various  amounts  of  money.  At  this  meeting  of  the  board, 
May  2,  1866,  Oshkosh,  Stoughton  and  Sheboygan  were  se- 
lected as  points,  in  their  respective  congressional  districts, 
for  the  opening  of  schools  in  the  future. 

As  the  donation  from  Platteville  included  the  building 
and  grounds  of  the  Platteville  academy,  the  board  were 
enabled  to  open  that  school  on  the  9th  of  October,  in  the 
same  year.  Professor  Chas.  H.  Allen,  then  in  charge  of  the 
normal  department  of  the  university,  had  been  elected 
principal. 

The  first  normal  school  faculty  in  Wisconsin  was  con- 
stituted as  follows : 

Chas.  H.  Allen,  principal. 

Jacob  Wernli,  assistant  principal. 

Geo.  M.  Guernsey,  professor  of  mathematics. 


38  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

Fanny  S.  Joslyn,  teacher  of  geography,  history  and 
physiology. 

Esther  M.  Sprague,  principal  of  model  department;  and 
\ve  shall  do  no  wrong  to  add 

Henry  Treganowan,  janitor. 

Mr.  Wernli  was  a  graduate  of  the  normal  school  at 
Wettingen,  Canton  Aargau,  Switzerland,  and  had  served 
with  marked  success  as  school  superintendent  of  Waupaca 
county,  in  this  state.  Mr.  Guernsey  had  been  previously 
principal  of  the  Platteville  academy  and,  before  that,  a  pro- 
fessor at  Milton  academy. 

During  the  first  term  60  pupils  were  enrolled  in  the 
normal  department,  14  in  the  preparatory  class,  and  38  in 
the  model  school.  During  the  year  first  following  there  were 
in  attendance,  for  some  part  of  the  year,  219  students,  ex- 
clusive of  the  model  school. 

The  capacity  of  the  academy  building  being  too  limited 
for  the  work  of  the  school,  the  board  had  entered  upon  the 
erection  of  a  new  building,  which  was  completed  at  a  cost 
of  about  $20,000  and  was  opened  with  appropriate  cere- 
monies on  the  9th  of  September,  1868.  Among  the  visitors 
present  at  the  dedicatory  exercises  was  General  U.  S.  Grant. 

The  completion  of  the  normal  school  building  at  White- 
water was  greatly  delayed,  by  various  causes  ;  but  it  was  at 
length  at  dedicated  April  21,  1868.  Professor  Oliver  Arey 
had  previously  been  elected  principal  and  was  present  at 
the  dedication.  The  dedicatory  exercises  consisted  of  a 
brief  historical  sketch  of  the  normal  school  enterprise  in 
the  state,  by  Honorable  Wm.  Starr,  president  of  the  board  of 
regents ;  an  address  by  the  principal,  showing  what  a  nor- 
mal school  ought  to  be  and  do ;  and  addresses  by  the  promi- 
nent educational  men  from  various  parts  of  the  state,  includ- 
ing State  Superintendent  A.  J.  Craig.  During  this  first,  and 
as  it  were,  preliminary  term,  48  pupils  were  enrolled  in  the 
normal  department,  and  102  in  the  model  school.  For  the 
second  term,  which  opened  on  September  1,  1868,  the  enroll- 
ment was  105  in  the  normal  department,  and  98  in  the 
model  school. 

THE   FACULTY   AT    WHITEWATER. 

The  original  faculty  was  composed  of : 
Oliver   Arey,  principal   and   professor  of  mental  and 
moral  philosophy,  and  theory  and  practice  of  teaching. 
J.  T.  Lovewell,  professor  of  mathematics  and  Latin. 


SKETCH  OF  NORMAL  SCHOOLS  IS  WISCONSIN.  39 

Mrs.  H.  E.  G.  Arey,  preceptress  and  teacher  of  English 
literature,  French  and  drawing. 

Miss  Emily  J.  Bryant,  teacher  of  history,  grammar  and 
geography. 

Dr.  H.  H.  Greenman,  teacher  of  vocal  music. 

Miss  Virginia  Deichman,  teacher  of  instrumental 
music. 

Miss  Catherine  H.  Lilly,  teacher  and  critic  in  the  gram- 
mar department. 

Miss  Ada  Hamilton,  teacher  and  critic  in  the  intermediate 
department. 

Miss  Sarah  A.  Stewart,  teacher  and  critic  in  the  primary 
department. 

Besides  the  regular  faculties  of  the  two  schools  now  in 
operation,  Mrs.  Anna  T.  Randall  (liiehl),  of  Oswego,  N.  Y., 
was  employed  for  a  time  to  give  instruction  in  reading  and 
elocution  at  both  schools. 

FIRST  GRADUATING  CLASSES  AT  PLATTEVILLE  AND  WHITEWATER. 

In  June,  1869,  the  Platteville  school  graduated  its  first 
class,  in  the  full  or  advanced  course.  As  being  the  first 
graduating  class  from  a  normal  school  in  Wisconsin,  their 
names  are  given,  viz.:  Lewis  Funk,  Melvin  Grigsby,  Andrew 
J.  Hutton,  Richard  H.  Jones,  James  Rait,  Edward  H.  Sprague, 
Ella  Marshall,  Alvena  E.  Schroeder. 

In  June,  1870,  the  Whitewater  school  graduated  its  first 
class,  six  in  number.  A  class  of  fifteen  was  graduated  at 
Platteville. 

OPENING    OF    THE    OSHKOSH   SCHOOL. 

At  the  meeting  of  the  board,  June,  1868,  arrangements 
were  made  for  procuring  plans  for  a  building  for  the  nor- 
mal school  which  had  been  located  at  Oshkosh,  and  the 
contract  for  its  erection  was  made  in  January,  1869.  The 
building  was  completed  in  the  summer  of  1870,  but  for  lack 
of  funds  to  furnish  it  and  pay  salaries,  the  opening  of  the 
school  was  delayed  for  another  year. 

At  a  special  meeting  of  the  board  of  regents,  held  June 
6,  1871,  George  S.  Albee,  superintendent  of  the  Racine  city 
schools,  and  a  graduate  of  Michigan  university,  was  elected 
president  of  the  Oshkosh  school.  In  July  of  the  same  year, 
Prof.  Robert  Graham,  a  graduate  of  the  Albany  normal 
school,  arid  widely  and  favorably  known  as  conductor  of 
institutes  for  the  normal  board,  was  chosen  as  teacher  in 
the  normal  department,  and  director  of  the  model  school 


40  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

The  original  faculty  at  Oshkosh  was  as.  follows  : 

George  S.  Albee,  president,  teacher  of  mental  and  social 
science,  and  school  economy. 

Robert  Graham,  teacher  of  reading  and  music. 

D.  E.  Holmes,  teacher  of  natural  science. 

Anna  W.  Moody,  teacher  of  rhetoric  and  mathematics. 

Mrs.  D.  E.  Holmes,  teacher  of  geography  and  history. 

Martha  E.  Hazard,  teacher  of  grammar  and  physical 
culture. 

Robert  Graham,  director  of  the  model  school. 

Maria  S.  Hill,  teacher  in  grammar  department. 

Rose  C.  Swart,  teacher  in  primary  department. 

The  school  opened  September  12,  1871,  with  an  enroll- 
ment in  the  normal  department  of  forty-six  pupils,  which 
was  soon  largely  increased.  The  buildings  were  dedicated 
on  the  19th  of  the  same  month.  Addresses  were  delivered 
by  President  Starr  and  Hon.  W.  C.  Whitford  and  A.  H. 
Weld,  of  the  board  of  regents;  President  Albee,  of  the 
school ;  State  Superintendent  Fallows,  and  several  others. 

The  enrollment  of  students  for  the  first  term  was,  in 
the  normal  department,  97 ;  model  school,  92 ;  total,  189. 

TOUR  OF  BOARD   OF  REGENTS   TO   LOCATE   THE    FOURTH   SCHOOL. 

In  July,  1871,  the  board  of  regents,  including  Governor 
Lucius  Fairchild,  made  a  tour  of  the  northwestern  part  of 
the  state,  for  the  purpose  of  locating  the  fourth  normal 
school,  toward  which  they  were  now  beginning  to  look  ;  the 
action  in  reference  to  Stoughton  and  Sheboygan  having 
been  annulled.  Of  their  eventful  experiences  by  field  and 
flood,  over  corduroy  and  sand  plain,  the  time  sufficeth  not 
to  tell.  But  as  a  result  of  their  tour  of  inspection  the  fourth 
school  was  located  at  River  Falls,  in  the  St.  Croix  valley,  by 
action  of  the  board  in  January,  1872. 

In  January,  1874,  plans  were  adopted  for  the  River 
Falls  normal  school  building ;  and  the  contract  was  soon 
awarded  for  its  erection. 

PROF.  C.  H.  ALLEN,    CONDUCTOR  OF  INSTITUTES. 

After  the  election  of  Prof.  Graham  to  the  Oshkosh 
faculty,  his  place  had  been  taken  as  conductor  of  institutes 
by  Prof.  C.  H.  Allen,  former  president  of  the  Platteville 
school,  who  had  lately  returned  from  the  Pacific  coast.  He 
continued  in  this  service  from  July,  1871,  till  September, 
1872,  when  he  resigned,  to  accept  a  position  in  the  normal 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 


41 


school  at  San  Jose,  California ;  and  Prof.  Graham  resumed 
the  institute  work  in  connection  with  his  work  in  the  school. 
In  January,  1873,  the  regents  reorganized  the  institute 
work,  dividing  the  state  into  three  institute  districts,  and 
assigning  one  professor  from  each  school  to  conduct  insti- 
tutes in  his  own  district.  In  pursuance  of  this  arrange- 
ment, Prof.  Duncan  McGregor  was  designated  as  institute 
conductor  for  the  first  or  Platteville  district ;  and  Albert 
Salisbury  was  added  to  the  Whitewater  faculty,  March  1st, 
1873,  as  conductor  for  the  second  district. 


NORMAL  SCHOOL,   RIVER   FALLS,    WIS. 
OPENING  OF  THE  RIVER  FALLS  SCHOOL. 

In  July,  1874,  Warren  D.  Parker,  of  the  Janesville  city 
schools,  was  elected  president  of  the  River  Falls  normal 
school,  his  service  to  begin  September  1,  1875. 

The  building,  the  largest  and  best  appointed  of  any  yet 
erected  by  the  board,  was  dedicated  September  2nd,  1875. 
Addresses  were  made  by  Honorable  Wm.  Starr,  President  W. 
D.  Parker,  State  Superintendent  Searing,  and  Honorable  W. 


42  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

H.  Chandler.  The  school  opened  with  a  larger  attendance 
than  had  been  received  by  any  of  the  other  schools  at  their 
opening.  When  fairly  in  operation,  there  were  enrolled  in 
the  normal  department,  104;  in  the  model  school,  155; 
total,  259. 

The  original  faculty  was  constituted  as  follows  : 

Warren  D.  Parker,  president. 

Jesse  B.  Thayer,  teacher  of  mathematics  and  conductor 
of  institutes. 

Albert  Earthman,  teacher  of  geography  and  music. 

Lucy  E.  Foote,  preceptress,  teacher  of  reading. 

Laura  G.  Lovell,  teacher  of  history. 

Margaret  Hosford,  teacher  of  grammar  and  rhetoric. 

Emily  Wright,  teacher  grammar  grade. 

Mary  A.  Kelly,  teacher  intermediate  grade. 

Lizzie  J.  Curtis,  teacher  primary  grade. 

THE  MILWAUKEE  SCHOOL. 

The  opening  and  maintenance  of  the  fourth  normal 
school,  together  with  the  enlargements  made  necessary  by 
the  growth  of  the  older  schools,  absorbed  so  nearly  the 
whole  revenue  of  the  board  as  to  prevent,  for  some  years, 
the  establishment  of  another  school.  Meanwhile  the  city  of 
Milwaukee  had  been  maintaining  a  city  training  school  for 
the  recruiting  of  its  own  corps  of  public  school  teachers.  A 
movement  at  length  took  shape  for  devolving  this  work 
upon  the  state  instead  of  the  city;  and  in  1880  an  act  of 
the  legislature  was  secured  which  made  it  "the  duty  of  the 
board  of  regents  of  normal  schools  to  establish  an  additional 
normal  school  in  the  city  of  Milwaukee  ....  and  to 
proceed  to  organize  and  conduct  the  same  without  impairing 
the  efficiency  of  the  normal  schools  already  established  . 
as  soon  as  said  board  shall  in  its  own  judgment  be  able  to  pro- 
vide from  the  funds  at  its  disposal  for  the  maintenance  of  said 
school  in  said  city  of  Milwaukee;  provided  the  said  city  of  Mil- 
waukee shall  donate  a  site  and  a  suitable  building  for  said  nor- 
mal school  in  said  city  of  Milwaukee,  the  location  and  plan  of 
said  buildings  to  be  approved  by  said  board  of  regents,  and  the 
said  site  and  building  to  be  together  of  a  value  not  less  than 
fifty  thousand  dollars." 

The  board  of  regents  did  not  much  welcome  or  encour- 
age this  movement,  notwithstanding  the  activity  and  persis- 
tence of  its  Milwaukee  member,  Hon.  James  McAlister, 
who  was  also  the  Milwaukee  city  superintendent  of  schools. 
The  reason  for  this  attitude  on  the  part  of  the  regents  lay 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  43 

in  their  financial  limitations ;  for  while  the  aggregate  of  the 
normal  school  fund  had  greatly  increased,  the  general 
shrinkage  of  interest  rates  and  the  increasing  difficulty  of 
making  profitable  investments  of  public  funds  had  pre- 
vented any  corresponding  increase  in  the  income  at  the  dis- 
posal of  the  board. 

However,  in  July,  1881,  the  board  accepted  a  site  ten- 
dered by  the  city  of  Milwaukee.  Architect's  plans  were  ap- 
proved in  July,  1882.  In  February,  1884,  Regent  Emil 
Wallber  reported  to  the  board  that  $40,000  had  been  ap- 
propriated by  the  common  council  of  Milwaukee  for  the 
erection  of  the  building ;  and  in  June,  1885,  the  completed 
building  was  conveyed  by  the  city  to  the  board  of  regents. 
The  cost  to  the  city  of  the  property  conveyed  was  $52,000. 
The  financial  difficulties  of  the  board  with  respect  to  this 
school  had  just  been  solved  by  an  act  of  the  legislature 
(1885)  making  an  annual  appropriation  of  $10,000  to  the 
board  of  regents  for  the  maintaining  of  the  fifth  normal 
school,  this  being  the  first  appropriation,  in  the  history  of 
the  state,  of  funds  derived  from  taxation  to  the  support  of 
normal  schools. 

Professor  J.  J.  Mapel,  principal  of  the  Milwaukee  high 
school,  was  elected  president  of  the  fifth  normal  school. 

At  the  meeting  of  the  normal  board  in  July,  1885,  the 
conditions  for  admission  to  the  Milwaukee  school  were  estab- 
lished as  follows : 

' '  The  terms  of  admission  to  the  state  normal  school  at  Mil- 
waukee shall  be  :  (a)  by  certificate  of  having  completed  the 
first  three  years  of  one  of  the  existing  courses  of  study  in  the  high 
school  at  Milwaukee,  excepting  trigonometry  ;  (b)  by  elementary 
certificate  from  any  normal  school  in  \Visconsin;  (c)  by  diploma 
from  such  free  high  schools  in  Wisconsin  as  have  adopted  the  four 
years'  English  and  scientific  courses  of  study  prescribed  by  the 
state  superintendent  for  such  schools  ;  (d)  by  examination  in 
the  branches  of  the  last  mentioned  course,  except  that  English 
history  be  substituted  for  theory  and  art  of  teaching." 

This  action  arose  from  the  conviction  of  the  board  that 
the  city  of  Milwaukee  presented  conditions  and  environment 
so  different  from  those  of  the  other  schools  as  to  permit  the 
omission  altogether  of  the  "  elementary  course,"  leaving  only 
the  advanced  course  of  two  years.  This  course  was  modified 
somewhat  in  its  details  from  the  advanced  course  of  the  other 
schools ;  although  the  board  premised,  at  the  same  time,  as 
follows : 


44  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

' '  The  diploma  of  all  the  normal  schools  in  Wisconsin  shall 
represent  essentially  a  uniform  breadth  of  scholarship  and  pro- 
fessional training." 

The  new  school  opened  September  14,  1885,  with  the 
following  faculty : 

J.  J.  Mapel,  president,  teacher  of  psychology  and  peda- 
gogy- 
Alexander  Be  van,  teacher  of  mathematics  and  natural 

science. 

S.  Helen  Romaine,  teacher  of  English  language  and 
literature. 

Eleanor  Worthington,  teacher  of  geography  and  his- 
tory. 

Mary  S.  Gate,  teacher  of  methods  and  supervisor  of 
practice  teaching. 

Emily  W.  Strong,  critic  teacher  in  third  and  fourth 
grades. 

Dora  Hilliard,  critic  teacher  in  fifth  and  sixth  grades. 

Mary  Campbell,  critic  teacher  in  primary  grades. 

The  enrollment  of  the  school  in  its  first  year  was  46 
in  the  normal  department  and  112  in  the  model  school. 
In  June,  1886,  the  school  graduated  its  first  class  of  fifteen 
members,  these  having  been  in  attendance  but  one  year,  all 
having  previously  graduated  from  the  Milwaukee  high 
school. 

MORE   SCHOOLS   IN    PROSPECT. 

The  value  of  the  normal  schools  to  the  educational  in- 
terests of  the  state  is  now  so  well  approved  and  clearly  seen 
that  the  establishment  of  additional  schools  is  already  under 
discussion  by  the  people  of  the  state.  The  legislature  of 
1891  passed  an  act  authorizing  the  board  of  regents  to 
"  establish,  build,  equip  and  maintain  a  sixth  normal  school  in 
the  state  of  Wisconsin,  at  a  site  to  be  selected  by  said  board  in 
the  territory  north  of  the  north  line  of  township  number  twenty- 
four  north." 

N  oaction  has  been  taken  by  the  board  in  this  direction, 
however,  for  lack  of  sufficient  present  income  to  maintain 
more  schools  than  those  already  opened. 

At  the  present  session  of  the  legislature  (1893)  a  bill  has 
been  introduced  providing  for  the  establishment  of  two  new 
normal  schools,  and  appropriating  money  for  their  construc- 
tion and  support. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  45 

CHAPTER  V. 

GROWTH    AND    DEVELOPMENT    OF   THE   SCHOOLS. 
ADMINISTRATION. 

All  the  normal  schools  of  Wisconsin,  being  under  the 
general  management  of  one  board  and  supported  from  one 
fund,  have  naturally  developed  along  the  same  general  lines; 
though  enough  freedom  has  been  accorded  to  the  internal 
administration  of  each  school  to  bring  forth  a  definite  indi- 
viduality in  each.  But  the  scope  and  purpose  of  this  sketch 
does  not  justify  any  attempt  at  a  discussion  of  their  special 
individual  characteristics. 

The  Platteville  school  continued  under  the  presidency 
of  Charles  H.  Allen  but  four  years,  when  he  resigned  and 
went  to  the  Pacific  coast,  becoming,  later,  the  president  of 
the  San  Jose  (Cal.)  normal  school.  He  was  succeeded  at 
Platteville  by  Professor  Edwin  A.  Charlton,  of  Auburn,  N.Y., 
who  continued  at  the  head  of  the  school  from  1870  until 
January  1,  1879.  Professor  Duncan  McGregor  entered  the 
faculty  of  the  Platteville  school  at  the  beginning  of  its 
second  year,  August,  1867,  as  professor  of  mathematics.  In 
January,  1873,  he  was  designated  as  conductor  of  institutes 
for  the  first  district.  In  January,  1879,  he  became  president 
of  the  school,  which  has  continued  under  his  judicious  ad- 
ministration to  the  present  time,  a  period  of  fourteen  years, 
with  more  to  follow. 

The  first  president  of  the  Whitewater  school  was  Oliver 
Arey,  who  had  achieved  marked  success  in  building  up  the 
central  or  high  school  of  Buffalo,  N.  Y.,  and  had  afterwards 
been  principal  of  the  Albany  normal  school.  Mrs.  H.  E. 
G.  Arey,  the  esteemed  and  gifted  helpmeet  of  the  principal, 
was  a  graduate  of  Oberlin  college  and  had  become  quite 
widely  known  through  various  literary  labors.  She  became 
preceptress  of  the  school,  teaching  in  various  lines. 

Mr.  and  Mrs.  Arey  administered  the  school  with  signal 
efficiency  for  a  little  over  eight  years,  resigning  in  the  spring 
of  1876.  The  influence  of  their  positive  and  sterling  charac- 
ters left  an  enduring  mark  on  both  pupils  and  associate 
teachers. 

President  Arey  was  succeeded  in  the  fall  of  1876  by  Wil- 
liam F.  Phelps,  who  had  beeu  principal  of  the  Trenton  (N. 
J.)  normal  school,  and  for  many  years  at  the  head  of  the 
Winona  (Minn.)  normal  school,  coming  to  the  Whitewater 
school  in  the  fullness  of  experience  and  reputation.  He  re- 


46  SKETCH  OF  NORMAL  SCHOOLS  IX  WISCONSIN. 

mained  at  Whitewater  but  two  years,  his  administration 
constituting  a  tumultuous  episode  of  which  it  is  difficult  to 
speak  with  justice  to  all  concerned. 

In  the  fall  of  1878,  Professor  J.  W.  Stearns,  LL.  D., 
came  to  the  presidency  of  the  school,  having  previously  been 
for  several  years  principal  of  a  government  normal  school  at 
Tucuman,  in  the  Argentine  Republic.  He  was,  before  that, 
a  professor  in  the  old  Chicago  university.  He  remained  in 
charge  six  and  one-half  years,  resigning  in  January,  1885, 
to  accept  the  chair  of  pedagogy  in  the  University  of  Wiscon- 
sin. His  administration  was  marked  by  broad  and  quick- 
ening impulses,  and  impressed  upon  the  school  certain 
characteristics  which  it  retains,  in  a  good  degree,  to  the 
present  time.  After  the  resignation  of  Dr.  Stearns,  Professor 
T.  B.  Pray  was  acting  president  for  an  interim  of  a  half- 
year. 

In  March,  1873,  Albert  Salisbury,  principal  of  the  Brod- 
head  high  school,  came  to  the  Whitewater  normal  school  as 
its  first  conductor  of  institutes,  and  the  third  of  the  original 
trio  of  state  institute  conductors.  He  continued  in  this  re- 
lation till  the  summer  of  1882,  when  he  went  to  the  South  as 
superintendent  of  schools  for  the  American  missionary 
association.  In  the  fall  of  1885,  he  returned  to  Whitewater, 
having  been  elected,  some  months  before,  to  the  presidency 
of  that  school,  which  position  he  still  holds. 

The  Oshkosh  school  has  been  more  fortunate  than  any 
of  its  sister  schools  in  continuity  of  administration.  Before 
the  opening  of  the  school,  in  1871,  George  S.  Albee,  principal 
of  the  Racine  high  school,  was  elected  to  its  presidency,  a 
position  which  he  has  held  with  great  and  increasing  accept- 
ance until  this  day,  a  wise  and  unbroken  administration  of 
over  twenty-two  years.  In  this  time,  the  school  has  grown  to 
be  the  largest  in  the  state  and  one  of  the  most  efficient  in  the 
whole  country. 

At  the  opening  of  the  Oshkosh  school,  Captain  Robert 
Graham,  who  had  become  widely  known  as  a  very  efficient 
conductor  of  institutes,  entered  the  faculty  as  director  of 
the  model  school.  He  also  rendered  valuable  service  to  the 
school  as  teacher  of  reading  and  vocal  music.  In  January, 
1873,  he  was  designated  as  the  first  regular  conductor  of 
institutes  under  the  system  which  has  ever  since  prevailed. 
He  continued  in  these  relations  until  he  became  state  super- 
intendent in  1882. 

The  first  president  of  the  River  Falls  school  was  Warren 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN.  47 

D.  Parker,  previously  principal  of  the  Janesville  city  schools. 
He  organized  the  school  on  a  very  thorough  basis  and  ad- 
ministered its  affairs  with  great  vigor  until  failing  health 
compelled  his  retirement  in  1889.  What  then  seemed  a 
great  loss  to  the  educational  interests  of  the  state  has  been 
offset  by  the  fact  that  Mr.  Parker  has  now  become  a  member, 
and  the  secretary,  of  the  board  of  regents. 

He  was  succeeded  at  River  Falls  by  Prof.  J.  Q.  Emery, 
principal  of  the  Fort  Atkinson  high  school,  under  whose 
management  the  school  has  very  considerably  increased  its 
enrollment. 

At  the  opening  of  the  school  in  1875,  Jesse  B.  Thayer, 
principal  of  the  Menomonie  schools,  was  made  its  conductor 
of  institutes,  which  position  he  held  until  he  became  state 
superintendent,  in  1887.  The  River  Falls  school  comes 
nearest  to  the  Oshkosh  school,  therefore,  in  the  continuity 
and  unity  of  its  administration. 

Prof.  J.  J.  Mapel,  principal  of  the  Milwaukee  high 
school,  became  president  of  the  Milwaukee  normal  school  at 
its  opening  in  1885.  He  resigned  in  January,  1892 ;  and 
was  succeeded  by  Prof.  L.  D.  Harvey,  institute  conductor  at 
the  Oshkosh  normal  school.  The  first  institute  conductor  at 
Milwaukee  was  Prof.  Silas  Y.  Gillan,  who  held  his  position 
from  1886  to  1892. 

BUILDINGS  AND  EQUIPMENT. 

In  the  "sixties,"  when  the  normal  school  idea  was  first 
taking  practical  shape,  only  a  vague  conception  obtained  of 
what  the  legitimate  equipment  of  a  teachers'  training  school 
should  be.  Little  or  no  provision  was  therefore  made  of 
facilities  for  laboratory  work,  physical  training,  or  drawing ; 
and,  even  for  the  commoner  needs  and  the  most  natural  ex- 
pectation of  growth,  the  prospective  requirements  were  sadly 
underestimated.  That  was  the  day  of  small  things.  But 
the  growth  of  the  schools,  both  in  membership  and  in  the 
scope  of  work  found  to  belong  to  such  seminaries,  soon  com- 
pelled extensive  enlargement  of  accommodations. 

The  Platteville  school,  beginning  life  in  1866,  in  the 
building  of  the  old  Platteville  academy,  at  once  found 
itself  straitened  for  room ;  and  a  new  building,  in  exten- 
sion of  the  old  one,  was  completed  in  the  summer  of  1868 
at  a  cost  of  $20,000. 

Almost  from  the  start,  the  Whitewater  building  was 
found  to  be  inadequate  to  the  demands  upon  it ;  and  a  new 


48  SKETCH  OP  NORMAL  SCHOOLS  IN  WISCONSIN. 

wing,  almost  equal  in  capacity  to  the  original  building,  was 
completed  in  the  summer  of  1876,  at  a  cost  of  about  $20,000. 
The  Oshkosh  school  early  exhausted  all  available  space  and 
was  enlarged  in  1877  by  a  new  wing,  costing  $15,000. 

Now  it  was  vainly  supposed  that  all  needs  had  been 
met.  The  River  Falls  school  was  built  on  a  larger  scale  in 
the  light  of  experience ;  but  the  older  schools  were  soon 
suffering  again  for  lack  of  room.  In  the  fall  of  1880,  the 
Platteville  school  received  an  extension,  for  which  $10,000 
was  appropriated.  In  1888,  a  gymnasium  was  added  to  the 
Oshkosh  school,  at  a  total  cost  of  about  $7,000. 

In  1891,  the  funds  at  the  command  of  the  board  being 
insufficient  for  enlargements  still  needed,  the  legislature 
made  an  appropriation  of  $20,000  to  provide  additions  at 
Platteville  and  Whitewater.  Scarcely  had  the  bill  granting 
this  appropriation  been  enacted,  when  the  Whitewater 
building  took  fire  on  a  windy  morning,  April  27,  1891. 
The  large  wing  erected  in  1876  was  burned  out,  with  con- 
siderable damage  to  the  rest  of  the  building.  Prompt 
action  was  had  on  the  part  of  the  board  and  state  authori- 
ties ;  and  the  burned  wing  was  again  ready  for  occupancy 
at  the  end  of  August,  four  months  after  the  fire.  At 
Christmas  of  the  same  year,  the  new  gymnasium  wing, 
costing  $15,000,  was  also  ready  for  occupancy. 

An  extension  at  Platteville,  the  third  since  its  opening, 
was  completed  in  1892,  at  a  cost  of  $19,000. 

The  buildings  of  the  three  older  schools  are  thus 
rather  interesting  examples  of  architectural  accretion,  as 
well  as  illustrations  of  the  difficulty  of  planning  adequately 
for  educational  institutions  in  a  young  and  growing 
country. 

ENROLLMENT   OF   THE   SCHOOLS. 

The  increasing  membership  of  the  schools  is,  in  a  meas- 
ure, shown  by  the  following  table  of  enrollments,  from  which 
it  will  be  seen  that  the  number  of  adult  students  availing 
themselves  of  professional  training  in  the  normal  schools  of 
the  state  has  increased  from  600  in  1872  to  1,100  in  1881 
and  1,600  in  1892.  But  this  by  no  means  represents  the 
whole  gain.  The  standards  of  admission  have  gradually 
advanced  in  a  degree  calculated  to  cheek  the  accretion  of 
mere  numbers.  The  1,600  students  of  1892  represent  a 
much  higher  attainment  and  larger  professional  force  than  an 
equal  number  would  have  done  twenty,  or  ten,  years  ago. 


SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 


40 


The  enrollment  of  the  model  schools  for  the  same  years 
is  also  given  as  being  of  some  interest,  although  not  so 
directly  representative  of  the  progress  made. 

TABLE    OF    ATTENDANCE    AT    THE    NORMAL    SCHOOLS. 

NORMAL  DEPARTMENT. 


School 
Year. 

Platteville. 

Whitewater.     Oshkosh. 

River  Falls. 

Milwaukee.  :  Aggregate- 

M.  |F. 

Tot 

!M. 

F. 

Totjj  M. 

F. 

Tot 

M. 

F. 

Tot 

M. 

F.    Tot 

M. 

F. 

Tot 

1866-67. 
1868-69. 
1871-72. 
1875-76. 
1880-81. 
1885-86. 
1890-91. 
1891-92. 

38;    61 
69     81 
82   116 
103   101 
80   135 
104   180 
101    167 
97   190| 

99 

150 
198 
204 
215 
284 
268 
287 

38 
146 

230 
406 
392 
483 
479 
498 

61 

176 
362 
575 
709 
914 
991 
1,099 

99 
322 
592 
981 
1,101 
1,397 
1.470 
1,597 

77 
i    77 
94 
87 
112 
97 
93 

75 
144 
192 

216 
232 
229 
282 

172  ... 

221      71   102 
286    144   179 
303    157   226 
344    178   316 
326    198   338 
325    193   392 

173 

323 
388 
494 
536 
585 

65 

68 
87 
71 
92 

103 
132 
142 
196 
218 

168 
200 
229 
267 
810 

"i! 

23 

'44  "46 
61     73 
67     90 

MODEL  DEPARTMENT. 


1866-67. 

68 

<1<! 

111 

68 

43 

111 

1868-69. 

118 

<W 

">14 

PI 

«7 

181 

•>1  •> 

183 

395 

1871-72. 

11-1 

df> 

*>06 

85 

67 

TS4 

68  73  141 

%7 

232 

499 

1875-76. 

T>d 

iITi 

•>55 

-  61 

54 

115 

80  118  198 

110  138 

94  <j 

T71 

440 

811 

1880-81. 
1885-86. 
1890-91. 
1891-92. 

118 
48 
49 
65 

115 
63 
63 
79 

233 
111 
112 
114 

93 

!  71 
i  61 
i  56 

84 
74 
61 
62 

117 
145 
125 
118 

99  131  230 
104  130  231 
76  120  196 
108  135  238 

67  93 
59  61 
57  90 
65'  109 

160 
120 
147 

174 

]"VK  54 
56;  61 
68:  78 

'112 

117 
136 

377 
340 
302 
347 

428 
382 
395 
463 

800 
722 
697 
810 

These  figures  exhibit  the  growth  of  the  schools  with  tol- 
erable exactness,  though  not  with  entire  accuracy  as  a  means 
of  comparison  with  each  other ;  since  the  line  between  the 
normal  and  lower  departments  has  not  been  the  same  in  all 
the  schools,  nor  always  the  same  in  each  school.  Further- 
more, the  continuity  of  pupils  is  not  the  same  in  all,  so  that 
with  a  less  total  enrollment  there  may  exist  a  greater  aver- 
age attendance. 

From  the  table  as  a  whole,  it  will  be  seen  that,  notwith- 
standing some  natural  fluctuations,  there  has  been  a  constant 
and  steady  growth  in  the  membership  of  the  schools.  This 
has  taken  place,  moreover,  contemporaneously  with  a  general 
increase  of  requirements  both  for  admission  and  graduation. 

CURRICULUM FIRST   COURSES    OF    STUDY  ADOPTED    BY    THE 

BOARD. 

Courses  of  study  for  the  schools  were  adopted  by  the 
board  at  its  meeting  in  June,  1868,  three  in  number,  viz.: 

1.  An  institute  course  of  one  term. 

2.  An  elementary  course  of  two  years. 

3.  An  advanced  course  of  three  years. 

The  courses  were  essentially  the  same  for  both  schools ; 
but  the  arrangement  of  the  specific  studies  was  left  to  each 


50  SKETCH  OF  NORMAL  SCHOOLS  IN  WISCONSIN. 

principal  for  his  own  school,  so  that  the  practical  workings 
of  the  courses  in  the  two  became  somewhat  different. 

The  several  courses  were  announced  by  the  Platteville 
school  in  the  following  terms : 

"The  institute  course  is  designed  to  meet  the  wants  of  those 
teachers  who,  possessing  the  necessary  scholastic  acquirements, 
yet  feel  the  need  of  professional  training.  It  will  consist  of  a 
rapid  review  of  the  various  subjects  taught  in  our  common 
schools,  with  lectures  upon  the  best  methods  of  teaching  the 
same;  lectures  upon  the  organization,  classification  and  govern- 
ment of  the  schools,  and  the  school  law. 

u  The  object  of  the  elementary  course  is  to  fit  students  to 
become  teachers  in  the  common  schools  of  our  state,  and  will 
consist  of  a  thorough  drill  in  the  studies  pursued,  experimental 
lectures  on  methods  of  instruction  and,  if  practicable,  practice  in 
model  school.  , 

"The  advanced  course  should  fit  teachers  for  the  higher  de- 
partments of  the  graded  schools  in  this  state,  and,  as  will  be 
seen  from  the  detailed  statement  of  the  courses  of  study,  is  both 
thorough  and  practical.  Students  in  the  advanced  course  will 
have  extended  practice  in  the  model  school,  under  the  eye  of 
experienced  teachers,  who  will,  by  kindly  criticisms  and  pointed 
suggestions,  strive  to  make  the  practice  conform  to  the  theory  of 
instruction." 

THE  INSTITUTE  COURSE. 

Of  the  three  courses  inaugurated  in  1868,  the  institute 
course  had  a  brief  and  rather  unsatisfactory  career.  In  the 
fall  of  1871,  a  venture  was  made  in  the  shape  of  an  institute 
course  of  six  weeks.  This  course,  if  it  can  be  called  a  course, 
was  taken  by  thirty-five  pupils  at  Whitewater,  twelve  at 
Platteville,  and  fifteen  at  Oshkosh.  In  1872,  the  institute 
course  was  again  attempted  in  connection  with  the  first  six 
weeks  of  the  fall  term,  with  an  attendance  of  37  at  Oshkosh, 
26  at  Whitewater,  and  of  (?)  at  Platteville — a  practical 
failure  except  at  the  first-named  school. 

This  institute  class,  coming  as  it  did  at  the  time  of  the 
year  when  the  schools  were  the  fullest,  and  the  tax  upon  the 
teaching  force  greatest,  was  found  to  be  very  inconvenient 
in  the  working  of  the  schools,  and  was  from  this  time  dis- 
continued. 

THE  THREE  YEARS'  COURSE. 

At  the  annual  meeting  of  the  board  of  regents  in  1872, 
the  elementary  course,  which  had  been  simply  a  dead 
letter,  was  changed  to  one  year  in  length,  but,  as  before,  it 
failed  to  attract  students  in  any  practical  way. 


SKETCH    OF    NORMAL   SCHOOLS   IN    WISCONSIN.  51 

There  was,  thus,  practically,  but  one  course,  of  three 
years  in  length,  up  to  the  year  1874.  In  July  of  that  year,, 
a  change  was  made  which  may  best  be  stated  by  inserting 
here  the  main  portion  of  a  committee  report  which  was 
adopted  at  that  time.  It  was  voted  : 

"That  hereafter  in  the  several  normal  schools  in  the  state- 
there  shall  be  two  courses  of  study,  known  respectively  as  the 
'elementary  course'  and  'advanced  course' ;  that  the  elementary 
course  shall  be  two  years  in  length,  and  the  advanced  course  four 
years  in  length  ;  and  that  the  studies  in  the  respective  courses  r 
and  the  maximum  and  minimum  time  allowed  thereto  shall  be  as- 
follows : 

"In  the  elementary  course  :  Arithmetic,  30  to 40  weeks  ;  ele- 
mentary algebra,  12  to  20  weeks  ;  geometry,  16  to  23  weeks  ;  book- 
keeping, 6  to  10  weeks  ;  reading  and  orthoepy,  orthography  and 
word  analysis,  30  to  37  weeks  ;  English  grammar,  28  to  39  weeks  ; 
composition,  criticism  and  rhetoric,  20  to  24  weeks  ;  geography r 
physical  geography,  26  to  40  weeks  ;  physiology,  10  to  15  weeks  ; 
botany,  10  to  13  weeks ;  natural  philosophy,  12  to  17  weeks ; 
United  States  history,  civil  government,  30  to  40  weeks  ;  pen- 
manship (time  undetermined);  drawing,  20  to  26  weeks  ;  vocal 
music  (time  undetermined);  theory  and  practice  of  teaching. 

"In  the  advanced  course,  the  studies  of  the  first  two  years 
shall  be  the  same  as  those  of  the  elementary  course,  with  the  ad- 
dition of  Latin  for  20  weeks,  which  shall  take  the  place  of  rhet- 
oric. In  the  advanced  course,  the  studies  of  the  last  two  years 
shall  be  :  Higher  algebra,  20  to  28  weeks  ;  geometry  and  trigo- 
nometry, 17  to  23  weeks  ;  Latin,  80  weeks  ;  rhetoric  and  English 
literature,  10  to  28  weeks  ;  chemical  physics,  6  to  20  weeks  : 
chemistry,  12  to  23  weeks  ;  zoology,  6  to  12  weeks  ;  geology,  12 
to  17  weeks  ;  universal  history,  12  to  23  weeks  ;  political  econ- 
omy, 15  to  17  weeks ;  mental  and  moral  science,  20  to  30  weeks  ; 
theory  and  practice  of  teaching." 

The  committee  also  recommend  that  at  the  close  of  the 
elementary  course  there  shall  be  a  thorough  review  of  the 
studies  of  the  last  two  years. 

Details  of  the  order  of  studies  within  each  course,  and 
the  precise  amount  of  time  devoted  to  each  study,  within 
the  limits  prescribed,  were  left  to  the  presidents  and  facul- 
ties of  each  school. 

The  sanctions  established  were  as  follows : 

1.  For  the  advanced  course,  a   diploma,  becoming,  in 
due  process,  an  unlimited  state  certificate. 

2.  For  the  elementary  course,  a  certificate,  becoming  in 
like  manner,  a  state  certificate  limited  to  five  years. 


52  SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN. 

MODIFICATIONS   IN  1879   AND  1880. 

In  July,  1879,  the  schedule  of  studies  was  somewhat 
modified,  and,  on  the  recommendation  of  the  presidents  of 
the  schools,  it  was  ordained — 

"That  the  elementary  course    shall  include  the  following 
named  branches,  pursued  within  the  specified  limits  of  time: 
Arithmetic. 

Elementary  algebra 12  to  20  weeks 

Geometry 16  to  23  weeks 

Book-keeping 6  to  10  weeks 

Reading,  orthoepy,  orthography  and  word  analy- 
sis   30  to  37  weeks 

English  grammar 28  to  30  weeks 

Composition  and  criticism 20  to  24  weeks 

Geography ,  political  and  physical 25  to  40  weeks 

Botany 10  to  13  weeks 

Physiology  10  to  15  weeks 

Physics 12  to  17  weeks 

United  States  history  and  civil  government 30  to  40  weeks 

Drawing 20  to  40  weeks 

Penmanship  and  vocal  music. 

Theory  and  art  of  teaching,  and  school  management. 

That  the  advance  course  shall  include  all  the  branches  oi 
the  elementary  course,  together  with  : 

Higher  algebra 20  to  28  weeks 

Higher  geometry 12  to  15  weeks 

Latin 80  weeks 

Rhetoric  and  English  literature 10  to  28  weeks 

Chemistry 12  to  23  weeks 

Zoology 6  to  12  weeks 

Geology 12  to  15  weeks 

General  history 12  to  28  weeks 

Political  economy 10  to  17  weeks 

Mental  science 12  to  20  weeks 

Drawing 10  to  20  weeks 

Pedagogics 20  weeks 

It  may  be  remarked  that,  at  this  time,  the  amount  of 
Latin  required  in  the  advanced  course  was  not  only  dimin- 
ished to  two  years,  but  also  that  this  amount  was  made  op- 
tional with  an  equal  time  in  English  literature.  All  ex- 
cept the  Whitewater  school  availed  themselves  of  this  op- 
tion ;  but  every  graduate  at  Whitewater  has,  thus  far,  taken 
the  Latin  course. 

Experience  had  long  shown  that  the  elementary  course 
was  badly  over  crowded;  and  in  July,  1880,  it  was  voted  by 
the  board  "that  each  president  be  instructed  to  arrange  for 


SKETCH   OF    NORMAL   SCHOOLS   IN   WISCONSIN.  53 

his  own  school  the  programme  of  the  present  studies  in 
the  elementary  course  to  cover  two  and  a  half  years  for 
their  completion  by  the  students." 

This  was,  in  effect,  a  lengthening  of  both  courses  to  two 
and  a  half  and  four  and  a  half  years,  respectively.  This 
change  was  promptly  effected  at  the  Oshkosh  and  White- 
water schools,  and  somewhat  later  at  the  other  schools. 

As  has  been  stated  in  the  preceding  chapter,  when  the 
Milwaukee  school  was  organized,  in  1885,  the  elementary 
course  was  omitted  and  only  the  advanced  course  of  two 
years  was  established.  This  was  outlined  as  follows  : 

(a)  Reviews  of  elementary  branches 80  weeks 

(b)  Schoolmanagement,  art  of  teaching,  history  of  edu- 

cation, psychology,  and  science  of  education.... 80  weeks 

(c)  Practice  teaching  and  observation 40      " 

(d)  Natural  science  review 60      " 

(e)  English  literature,  constitutions  and  political  econ- 

omy  '. 60      " 

German  may  be  substituted  for  English 30      " 

Physical  exercises,  music  and  drawing  to  be  introduced  as 
the  exigencies  of  the  school  may  seem  to  permit." 

In  this  course,  it  will  be  observed,  Latin  was  omitted 
altogether :  German  was  made  optional  with  a  limited 
amount  of  English ;  while  music  and  drawing  were  left  in 
an  ambiguous  position,  though  the  practice  of  the  school 
has  not  ignored  them. 

RADICAL   REVISION  IN  1892. 

In  July,  1892,  after  thorough  and  careful  discussion, 
the  presidents  of  the  several  schools  submitted  to  the  board 
a  scheme  of  studies  differing  in  important  particulars  from 
that  which  had  previously  obtained.  The  main  points 
of  change  involved  are  as  follows : 

1.  The  two  former   courses  are  shortened  to   two  and 
four  years  respectively,  doing  away  with  the  odd  half  year. 

2.  Four  courses  are  provided  for : 

(a)  An  English  course  of  four  years. 

(b)  A  Latin  course  of  four  years. 

(c)  A  professional  course  of  one  year. 

(d)  An  elementary   course  of  two  years,  being  the  first 
two  years  of  the  English  course. 

3.  The  elective  principle  is  further  extended,  so  that 
those  taking  the  English   course  may   choose  between  dif- 
ferent lines  of  work  in  the  natural  sciences.     German  may 
also  be  elected  instead  of  Latin. 


54  SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN. 

The  details  of  this  new  schedule,  as  adopted  by  the  board 
of  regents,  are  as  follows,  the  time-limits  specified  being  the 
minimum  requirements  in  the  several  branches. 

I. — THE   ENGLISH    COURSE. 

Mathematics:     Arithmetic,  algebra  and  geometry 80  weeks 

Book-keeping,    optional 10      " 

Vocal  music 20     " 

Drawing 40     " 

English  language  :  Orthoepy,  reading,  word  analysis, 
grammar  and  composition,  rhetoric  and  literature, 

in  all      120      " 

Natural  sciences,  required  :  geography,  including 
physical,  20  weeks  ;  physiology,  10  weeks;  botany, 
10  weeks  ;  physics,  20  weeks.  In  addition  to  this, 
at  least  50  weeks'  work  from  the  following  elective 
list,  viz.;  Physiology,  10  weeks  ;  botany,  10 
weeks  ;  zoology,  20  weeks  ;  chemistry,  20  weeks  ; 
geology,  20  weeks ;  physics,  20  weeks. 

Minimum  aggregate  in  natural  science.. 110      " 

United  States  history  and  civil  government 30      " 

General  history 25      " 

Political  economy 15      " 

Professional  work  :  School  management,  school  law, 
and  theory  and  methods  of  teaching,  50  weeks  ; 
practice  teaching,  40  weeks  ;  reviews  in  common 
school  branches  with  special  reference  to  teaching, 
30  weeks  ;  psychology,  and  science  and  history  of 
education,  40  weeks  ;  minimum  aggregate  of  pro- 
fessional work 160  " 

Minimum  aggregate  of  English  course 600      ' ' 

II. THE    LATIN    COURSE. 

Mathematics:     Arithmetic,  algebra  and  geometry 80  weeks 

Vocal  music 20  c  • 

Drawing 20      " 

Latin 120  " 

English  language  :     Orthoepy,  reading,  grammar  and 

composition,  rhetoric  and  literature 80  " 

Natural  sciences  :     Geography,  including  physical,  20 

weeks  ;  physiology,  10  weeks  ;  botany,  10  Aveeks  ; 

physics,    20   Aveeks ;   zoology     or    chemistry    20 

weeks  ;  aggregate  in  natural  science 80  " 

United  States  history  and  civil  government. 30  " 

General  history 25  " 

Political   economy 15  " 

Professional  Avork  :     As  in  the  English  course 160  ' ' 

Minimum  aggregate  of  Latin  course 630  " 


SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN.  55 

N.  B :  Two  years  (80  weeks)  of  German  may  be  substituted 
for  the  Latin,  in  which  case  the  requirements  in  English  lan- 
guage shall  be  the  same  as  in  the  English  course,  viz.,  120  weeks. 

III. — THE  ELEMENTARY  COURSE. 

Mathematics :     Arithmetic,     10  weeks ;   algebra,    20 

weeks  ;  geometry,  20  weeks  ;  total 50  weeks 

Book-keeping,  optional 10      " 

Vocal  music 20      " 

Drawing 20      " 

English  language  :  Orthoepy  and  reading,  20  weeks  ; 
word  analysis,  10  weeks  ;  grammar  and  composi- 
tion, 30  weeks  ;  total 60  " 

Natural  sciences  :  Geography,  including  physical,  20 
weeks  ;  physiology,  10  weeks  ;  botany,  10  weeks  ; 

physics,  20  weeks ;  total 60      " 

United  States  history  and  civil  government 30      " 

Professional  work  :  School  management,  school  law, 
theory  and  methods  of  teaching,  50  weeks ;  re- 
views in  common  school  branches  with  special 
reference  to  teaching,  30  weeks  ;  practice  teaching, 

20  weeks  ;  total 100      " 

Minimum  aggregate  of  elementary  course 340      ' ' 

ONE-YEAR  PROFESSIONAL  COURSE. 

The  course  of  training  in  the  one-year's  course  shall  consist 
of: 

1.  A  course  of  10  weeks  in  review  and  methods  in  each  ot 
the  following  branches,  viz. :     Reading,  arithmetic,  geography 
and  grammar. 

2.  A  course  of  40  weeks  in  school  management,  school  law, 
and  theory  and  methods  of  teaching,  supplemented  by  20  weeks 
of  class-teaching  in  the  schools  of  practice. 

3.  A  course  of  10  weeks  in  psychology  and  its  applications 
to  teaching. 

4.  A  course  of  20  weeks  in  drawing. 

5.  A  course  of  20  weeks  in  composition  and  rhetoric,  and 
a  course  of  10  weeks  in  either  natural  history  or  civics. 

GROWTH   OF   PROFESSIONAL   THOUGHT. 

Twenty-five  years  ago,  normal  schools  were  yet  in 
their  infancy,  and  not  alone  in  Wisconsin.  Those  who  had 
charge  of  their  development  here  did  not  find  much  clear 
guidance  elsewhere.  Scholastic  ideals  and  traditions  still 
ruled  educational  thought ;  and  while  many  recognized  that 
a  normal  school  was  something  other  than  a  mere  academy 
or  secondary  school,  the  precise  character  of  this  difference, 
in  practical  external  realization,  was  far  from  clearly  con- 


56  SKETCH   OF    NORMAL   SCHOOLS    IN    WISCONSIN.  , 

ceived.  The  Wisconsin  normal  schools  have  worked  steadily 
away  at  this  problem  ;  and  their  present  professional  char- 
acter is  the  result  of  a  somewhat  slow  process  of  evolution, 
not  yet,  by  any  means,  brought  to  its  completion. 

From  the  very  beginning,  however,  one  clear  and  cher- 
ished idea  has  pervaded  these  schools.  The  professional 
teacher  must,  first  of  all  things,  and  above  all  things  else, 
possess  a  worthy  character,  be  moved  by  unselfish  aims  and 
high  ideals.  No  one  at  all  acquainted  with  the  facts  will 
question  that  the  ethical  purpose  and  spirit  of  these  normal 
schools  has  always  been  high  and  strong.  Akin  to,  indeed  a 
part  of,  this  ethical  spirit  is  the  devotion  to  thoroughness  in 
the  fundamentals  of  scholarship  and  training  which  has 
always  been  a  well-defined  characteristic. 

But  there  are  other  lines  in  which  the  normal  schools 
have  had  slowly  to  work  out  their  own  distinctive  features 
as  professional  training  schools.  Doubtless  the  most  prom- 
inent fact  here  has  been  the  effort  to  determine  and  lead  to 
a  recognition  of  true  ideals  and  ends  in  education.  The 
narrow,  materialistic  notions  which  constitute  the  popular 
conception  of  education  must  be  displaced  by  broader, 
truer  ideas  very  early  in  the  training  of  a  profes- 
sional teacher.  The  prospective  educator  should,  above  all, 
learn  in  what  education  really  consists ;  and  this  he  is  not 
likely  to  learn  under  ordinary  circumstances. 

The  normal  schools  of  Wisconsin,  beginning  with  a 
rather  vague  apprehension  of  this  primary  function,  have 
now  come,  it  is  believed,  to  an  adequate  conception  of  their 
responsibility  and  opportunity  in  this  regard. 

Closely  connected  with  this  advance,  in  fact  a  condition 
of  it,  has  been  an  appreciable  progress  toward  a  pedagogic 
treatment  and  use  of  psychology,  turning  aside  from  the 
traditional  but  unfruitful  absorption  in  metaphysics  and  the 
history  of  philosophical  controversy  to  a  more  practical  and 
scientific  study  of  the  phenomena  and  development  of  the 
child-mind,  the  true  material  of  the  teacher's  art.  The 
training  of  the  young  teacher's  thought  toward  the  constant 
study  of  the  child,  his  needs  and  possibilities,  almost  from 
the  first  entrance  upon  normal  school  work,  instead  of  rele- 
gating the  whole  matter  to  a  term  or  two  of  adult  psychology 
in  the  last  year  of  the  course,  is  a  reform  at  least  partially 
realized,  and  wholly  approved. 

A  necessary  corollary  of  the  clearer  apprehension  of  the 
ends  of  education  is  found  in  the  recognition,  not  only 


SKETCH   OF   NORMAL   SCHOOLS   IX    WISCONSIN.  O< 

theoretical  but  practical,  of  the  fact,  so  long  obscured,  that 
music,  drawing  and  gymnastics  are  not  simply  accomplish- 
ments, but  as  truly  among  the  essentials  of  education  as 
mathematics  or  geography.  The  normal  schools  have  led 
the  way  in  this  return  from  medieval  toward  Greek  con- 
ceptions of  these  elements  of  education.  Again,  while  hold- 
ing firmly  to  a  belief  in  the  value  of  linguistic  study, 
especially  in  the  direction  of  practical  mastery  of  the  mother- 
tongue,  the  normal  schools  have  been  alive  to  the  realistic 
movement  of  modern  thought.  AVhile  the  equipment  of 
laboratories  and  the  adoption  of  laboratory  methods  have 
progressed  somewhat  slowly,  they  have,  nevertheless,  been 
realized;  and  the  distinction  between  scientific  work  and 
the  literature  of  science  has  come  to  be  adequately  appre- 
hended. 

A  natural  concomitant  of  what  has  already  been  touched 
upon  is  found  in  the  development  of  what  is  known  as  pro- 
fessional work.  While  nearly  all  the  work  in  a  normal  school 
is  "professional"  in  the  sense  that  it  is  ruled  by  the  pedagog- 
ical aim,  differing  widely  in  this  respect  from  the  work  of 
other  schools  in  the  same  studies,  there  has  always  been  a 
large  increase  over  the  earlier  years  in  the  amount  of  what 
is  recognized  as  distinctly  and  purel}r  professional  work,  in 
practical  and  theoretical  pedagogy.  This  work  has  not  only 
oeen  more  carefully  elaborated,  but  it  has  been  brought 
down  into  the  early  years  of  the  course,  so  that  no  student 
can  remain  long  in  the  normal  school  without  coming  under 
its  direct  influence. 

From  the  first,  the  Wisconsin  normal  schools  have 
recognized  the  indispensability  of  schools  of  practice.  The 
earlier  efforts  at  realization  were  crude  and  ineffective ;  but 
they  paved  the  way  to  the  marked  success  of  later  years,  the 
amount  and  organization  of  the  practice  teaching  being  now 
such  as  will  bear  the  most  thorough  examination  and  criticism. 
It  is  impossible  and  unnecessary  to  trace  in  detail  the  various 
steps  of  this  advance  in  pedagogical  thought ;  it  has  been 
gradual,  never  revolutionary,  and  more  discernible  in  the 
present  result  than  in  the  stages  of  its  progress.  It  would  be 
invidious  and  inaccurate  to  attribute  leadership  in  this 
advance  to  one  school  or  another.  All  have  contributed  to 
it  in  greater  or  less  degree  ;  but  no  one  will  take  exceptions 
to  the  assertion  that  great  credit  is  due,  in  the  general 
reckoning,  to  the  wisdom,  insight  and  persistence  of  the 
veteran  president  of  the  Oshkosh  school. 


58  SKETCH   OF    NORMAL   SCHOOLS   IN   WISCONSIN. 

KINDERGARTEN,  SLOYD,  ETC. 

Only  brief  space  can  be  taken  for  notice  of  certain  move- 
ments with  which  the  schools  have  dealt  haltingly.  In  1880, 
a  kindergarten  was  organized  in  connection  with  the  Oshkosh 
school,  somewhat  by  way  of  experiment.  This  was  con- 
tinued for  several  years,  but,  owing  to  changes  in  the  board 
of  regents  and  want  of  cordial  appreciation  on  the  part  of 
that  body,  it  was  closed  in  1885.  Nothing  further  was  at- 
tempted in  this  direction  until  1882,  in  which  year  the  board 
set  forth,  apparently  with  earnest  purpose,  to  establish  a 
kindergarten  training  department  in  connection  with  the 
Milwaukee  school.  This  is  now  in  process  of  development 
with  much  in  favor  of  its  full  success. 

Manual  training  has  received  some  attention,  though 
not  incorporated  into  the  regular  curriculum  of  all  the 
schools.  Since  1884,  the  Whitewater  school  has  regularly 
maintained  a  "shop"  in  connection  with  the  natural  science 
department,  each  member  of  the  class  in  physics,  ladies  in- 
cluded, being  required  to  take  a  limited  course  in  the  use  of 
wood-working  tools.  In  1886,  the  Milwaukee  school  began 
work  in  this  line,  receiving  material  assistance  from  promi- 
nent citizens  of  Milwaukee.  Now  an  instructor  in  sloyd  is 
employed  by  the  board,  that  system  having  been  introduced 
into  the  model  school.  Thus,  while  music,  drawing,  and 
gymnastics  have  been  placed  on  a  permanent  and  regular 
footing  in  all  the  schools,  the  kindergarden  and  manual  train- 
ing have  been  dealt  with  in  a  more  cautious  and  conservative 
manner.  This  is  doubtless  due,  in  some  degree,  to  the 
financial  limitations  of  the  board. 

ACADEMIC  AND  PREPARATORY  DEPARTMENTS. 

The  policy  of  accepting  local  aid  in  the  construction 
and  equipment  of  normal  schools  has  resulted,  in  some 
states,  and  to  some  extent  in  Wisconsin,  in  complication  of 
interests  to  the  hindrance  of  the  purely  professional  inter- 
est. The  existence  of  a  local  right  to  demand  that  a  normal 
school  shall  provide  an  academic  department  is  always  an 
embarrassment  to  the  legitimate  work  of  such  a  school.  In 
their  earlier  years,  the  Wisconsin  normal  schools  were  sub- 
ject to  such  a  demand ;  and,  in  1876,  the  board  set  out  to 
make  the  "grammar  departments"  of  the  several  schools 
fitting  schools  for  college.  This  thought,  for  a  time,  received 
special  development  at  the  Whitewater  school,  in  what  had, 
all  along,  been  called  the  "academic"  department.  In  1884, 


SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN.  59 

however,  the  board  finally  took  action,  by  abolishing  the 
tenth,  eleventh,  and  twelfth  grades  in  the  grammar  depart- 
ment at  Whitewater,  which  constituted  a  definite  abandon- 
ment of  all  aims  not  necessarily  connected  with  the  prepara- 
tion of  teachers.  Nothing  higher  than  the  ninth  grade  now 
remains  in  any  of  the  model  schools. 

Of  a  very  different  nature,  however,  are  the  "preparatory 
classes."  The  normal  schools  of  Wisconsin  have  never  been 
willing  to  ignore  scholarship  as  essential  to  the  teacher's 
equipment ;  nor  have  they  been  able  to  assume  it  as  already 
acquired  by  those  seeking  professional  training.  The  en- 
trance examinations  have  always  been  rigorous  ;  and  only  a 
minority  of  those  applying  for  admission  are  found  qualified 
to  enter  directly  upon  the  work  of  the  normal  course. 
Especially  is  this  true  of  those  coming  from  the  rural  schools, 
even  the  best.  It  has  been  the  policy  of  the  normal  schools 
to  keep  in  touch  with  the  country  schools  as  far  as  possible; 
and  so  the  preparatory  class  has  been  found  a  useful  adjunct 
as  constituting  a  bridge  from  the  country  schools  into  the 
normal  schools.  Tuition  is  charged  in  these  classes ;  and  the 
preparatory  departments  are  now  nearly,  if  not  quite,  self-sup- 
porting. Much  excellent  material  comes  into  the  normal 
course  from  the  preparatory  classes,  the  preparatory  course 
being,  in  effect,  an  extension  of  the  normal  course  downward, 
a  sort  of  ladder  let  down  to  those  in  need. 

It  is  but  fair  to  say,  however,  that  the  propriety  of  this 
course  has  been  questioned ;  and  considerable  opposition  to 
its  continuance  is  being  manifested  "in  influential  quarters. 


CHAPTER   VI. 

THE   NORMAL   SCHOOLS   AS   A   FORCE. 

The  normal  schools  of  Wisconsin  are  part  and  parcel  of 
the  public  school  system.  They  are  absolutely  free  to  all  persons 
who  contemplate  teaching  in  the  schools  of  the  state.  They 
are  schools  of  the  people,  and  not  simply  of  the  wealthy 
classes.  Their  function  is  to  prepare  teachers  for  the  public 
schools,  from  the  wayside  rural  school  to  the  city  high  school. 
Their  work  has  been  adjusted,  almost  of  necessity,  to  the 
practical  demands  upon  them  rather  than  to  any  abstract 
ideal  of  what  a  normal  school  should  be  ;  though  theoretical 
ideals  have  by  no  means  been  forgotten  or  ignored. 


60  SKETCH    OF    NORMAL   SCHOOLS   IN   WISCONSIN. 

Two  aims  constantly  present  themselves  to  those  charged 
with  the  management  of  normal  schools.  Shall  we  devote 
ourselves  to  the  service  of  the  multitude  in  the  elementary 
schools,  and  prepare  teachers  only  for  them  ?  Or  shall  we 
rather  aim  to  prepare  the  select  few  for  educational  leader- 
ship and  the  more  responsible  positions?  In  some  states,  as 
Connecticut,  for  instance,  the  former  aim  seems  to  have  been 
frankly  accepted.  The  normal  schools  of  Wisconsin  have 
not  been  willing  as  yet,  to  forego  either  end,  though  the  two 
may  seem  to  be  in  some  degree  incompatible;  but  they  have 
striven,  so  far  as  practicable,  to  meet  both  demands.  This  is 
the  meaning  of  the  two  courses  of  study,  the  elementary  and 
the  advanced,  which  have  so  long  prevailed  ;  and  the  modi- 
fications recently  made  (in  1892)  have  the  same  ends  in  view. 

It  has  been  the  constant  endeavor  of  these  schools,  more- 
over, to  enkindle  their  pupils  with  the  love  of  knowledge  and 
the  desire  for  a  fuller  personal  development,  leading  them 
eventually  to  higher  institutions  for  wider  training.  In  con- 
sonance with  this  thought,  they  have  not  striven  to  graduate 
large  numbers  in  brief  and  meagre  courses ;  but  emphas:s 
has  always  been  laid  upon  the  long  course.  The  term  "grad- 
uate" is  not  allowed  to  those  completing  only  the  shorter 
course.  As  a  consequence  of  this  policy  and  their  exacting 
standards  of  thoroughness,  the  Wisconsin  normal  schools 
have  not  sent  out  such  large  numbers  of  graduates  as  those 
in  states  where  lower  standards  have  prevailed.  This  fact, 
they  have  not  chosen  to  consider  as  a  reproach. 

GRADUATES  AND  UNDERGRADUATES. 

In  the  twenty-three  years  which  have  elapsed  since  the 
graduating  of  the  first  class  at  Platteville,  the  normal  schools 
have  graduated  792  persons  from  the  advanced  course.  The 
elementary  course  has  been  completed  by  776  others,  a  total  of 
1,568.  Something  over  one-third  of  these  were  men.  Of  all 
these  persons,  95  per  cent,  have  discharged  their  obligations 
by  teaching  after  graduation.  Nearly  40  per  cent,  have  taught 
every  year  since  graduation,  in  some  capacity ;  while  51  per 
cent,  of  all,  notwithstanding  death  and  matrimony,  are  still 
members  of  the  teachers'  profession,  having  stopped  only 
temporarily  for  recuperation  or  other  unavoidable  causes. 
The  aggregate  amount  of  teaching  done  by  these  graduates  is 
over  7,000  years,  counting  eight  to  ten  months  of  teaching  a 
year.  The  average  amount  of  teaching  done  by  all,  living  and 
dead,  married  and  unmarried,  is  nearly  five  years  since  grad- 


SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN.  61 

uating,  besides  a  large  amount  of  teaching  done  between  the 
date  of  first  entering  the  normal  school  and  the  date  of  grad- 
uation. 

The  character  of  the  positions  held  and  the  amount  of 
salaries  received  by  these  graduates  have  alike  been  credita- 
ble to  the  schools  in  which  they  were  trained. 

It  is  often  alleged,  with  substantial  truth,  that  these 
graduates  are  lost  to  the  country  schools,  being  quickly 
caught  up  by  the  cities  and  high  schools.  They  have  too 
much  capital  invested  in  professional  training  to  remain  in 
poorly  paid  positions.  But  the  country  schools  get  their  ben- 
efit from  the  normal  schools  through  the  greater  body  of  un- 
dergraduates. About  13,000  young  people,  according  to 
careful  computation,  have  enjoyed  more  or  less  extended 
training  in  these  schools.  Setting  out  the  graduates  and  the 
smaller  number  who  have  done  no  teaching,  there  remain 
something  over  10,000  undergraduates  who  have  gone  forth 
to  teach,  mostly  in  the  common  schools.  The  greater  part 
of  these  have  done  excellent  service  through  considerable 
periods  of  time.  It  is  doubtless  true,  therefore,  that  the  in- 
fluence of  the  Wisconsin  normal  schools  is  most  widely  felt 
through  its  undergraduates,  a  fact  that  is  sometimes  over- 
looked in  current  discussion. 

GENERAL    INFLUENCE. 

The  value  and  influence  of  normal  schools  is  not  con- 
fined, however,  to  the  results  effected  directly  through  their 
pupils.  The  existence  within  the  state  of  five  faculties 
of  picked  teachers,  set  apart  to  the  office  of  exalting  the 
principles  and  rationalizing  the  practice  of  education,  is  in 
itself  a  fact  of  no  small  importance.  The  members  of  these 
faculties  are  bound,  by  virtue  of  their  office,  to  become  ease- 
ful students  of  educational  problems  and  to  communicate  the 
fruits  of  their  studies  and  their  experience  far  beyond  the 
circle  of  their  own  immediate  instruction.  As  members  of 
teachers' associations  and  institutes,  as  writers  for  the  educa- 
tional press,  as  preachers  of  education  on  all  opportune  occa- 
sions, they  should  be  and  are  candles  set  upon  a  candle- 
stick. And  they  are  not  only  givers  of  pedagogical  light, 
but  supporters  of  the  dignity  and  efficiency  of  the  teacher's 
profession.  The  files  of  the  proceedings  of  the  Wisconsin 
teachers'  association  and  of  all  lesser  associations  within  the 
state  will  bear  testimony  to  the  activity  and  general  utility 
of  the  teachers  in  normal  schools. 


62  SKETCH   OF    NORMAL   SCHOOLS   IN   WISCONSIN. 

But  special  mention  must  be  made  of  the  great  benefits 
resulting  from  the  connection  of  the  normal  schools  with 
the  teachers'  institutes. 

It  is  now  twenty  years  since  the  inauguration  of  the  pres- 
ent system,  by  which  a  leading  member  of  each  normal 
school  faculty  is  set  apart  as  a  conductor  of  institutes,  subject 
to  call  at  any  time  for  this  service.  Thus,  long  before 
"University  extension"  became  a  popular  notion,  normal 
school  extension  was  a  realized  and  familiar  fact,  carrying 
out  the  best  light  of  those  schools  to  shine  in  the  remotest 
corners  of  the  state.  The  wide-reaching  benefits  of  this 
close  relation  between  the  normal  schools  and  the  county  in- 
stitutes would  deserve  fuller  exposition  but  for  the  fact  that 
the  work  has  been  done,  in  this  same  volume,  by  another 
hand,  that  of  the  Hon.  W.  H.  Chandler,  who  was  for  so 
many  years  a  prominent  factor  in  the  organization  and  man- 
agement of  both  the  normal  schools  and  the  institutes. 

In  conclusion,  it  may  be  said  that  normal  schools  in  Wis- 
consin have  passed  the  experimental  stage,  and  no  longer 
have  anything  to  fear  from  hostile  influences.  They  have 
approved  themselves  as  a  wise  and  necessary  instrumentality 
in  a  public  system  of  education,  and  are  becoming  more  per- 
fectly co-ordinated  with  the  other  factors  of  this  system. 
Making  no  claim  to  have  promulgated  anything  ultimate  in 
educational  theory  or  practice,  they  abide  in  the  hope  of  ful- 
filling their  proper  functions  more  and  more  adequately. 


CHAPTER  VII. 

ROSTER  OF   THE   FACULTIES,  1866-93. 

As  a  useful  appendix  to  the  foregoing  chapters,  the  fol- 
lowing list  is  given  of  all  persons,  to  date,  who  have  taught 
regularly  in  the  faculties  of  the  several  normal  schools. 
The  names  in  each  faculty  are  arranged  chronologically,  in 
the  order  of  their  entering  the  teaching  corps  of  the  school. 

The  list  is  a  surprisingly  long  one  and  reveals  one  weak- 
ness in  the  past  management  of  the  schools,  the  fact  that 
the  board  has  not  been  able  to  retain,  chiefly  for  financial 
reasons,  all  the  best  talent  that  has  entered  its  service.  A 
perusal  of  the  list  will  show  how  many  have  gone  on  to 
positions  elsewhere  of  great  honor  and  responsibility. 


SKETCH   OF    NORMAL   SCHOOLS   IX    WISCONSIN.  63 

PRESIDENTS. 

Cbas.  H.  Allen,  Platteville 18C6-70 

Oliver  Arey,  Whitewater 1868-76 

Edwin  A.  Charltou,  Platteville 1870-79 

Georges.  Albee,  Oshkosh 1871  — 

Warren  D.  Parker,  River  Falls 1875-89 

Wm.  F.  Phelps,  Whitewater 1876-78 

John  W.  Stearns,  Whitewater 1878-85 

Duncan  McGregor,  Platteville 1879  — 

Albert  Salisbury,  Whitewater 1»85  — 

J.  J.  Mapel,  Milwaukee 1885-92 

J.  Q.  Emery,  River  Falls 1889  — 

L.  D.  Harvey,  Milwaukee 1892  — 

TEACHERS. 

PLATTEVILLE   NORMAL  SCHOOL. 

Chas.  H.  Allen,  principal 1866-70 

Jacob  Wernli,  assistant  principal 1866-68 

Geo.  M.  Guernsey,  mathematics 1866-67 

Fanny  S.  Joslyn, "preceptress,  teacher  of  geography,  history,  etc 1866-70 

Esther  M.  Sprague.  principal  model  school 1866-67 

Mrs.  Euretta  A.  Graham,  principal  model  school 1867-72 

I  professor  of  mathematics. .  1867-74 

Duncan  McGregor,  •<  conductor  of  institutes,  etc 1873-79 

(  president,  etc 1879  — 

Charles  F.  Zimmerman,  teacher  of  drawing 1867-68 

D.  Giay  Purman,  English  language  and  literature 3868-77 

A.  H.  Tuttle,  natural  science 1868-70 

A.  M.  Sanford,  teacher  of  vocal  music 1868-71 

J.  H.  Terry,  principal  of  academic  department 1868-70 

Aug.  Michaelis,  teacher  of  German , 1869-71 

Edwin  A.  rharlton,  mental  and  moral  science 1870-79 

George  Beck,  natural  science 1870  — 

Eva  M.  Mills,  geography  and  history 1870-73 

Andrpw  T  Hntton  '  principal  academic  department 1870-71 

on>  ',  conductor  of  institutes,  etc 1879  — 

T.  J.  Colburn,  teacher  of  vocal  music 1871-74 

r»rolvn  F  Arl«m<s  /  principal  of  academic  department 1871-73 

olynE.  Adams,  j  teacher  of  reading  and  history 1873-76 

vrr^ii i,..  r>r.^<o  J  teacher  of  intermediate  department 1872-76 

tls'  1  teacher  of  geography  and  history 1876-81 

Chas.  H.  Nye,  principal  of  grammar  department 1873-93 

Phila  A.  Knight,  arithmetic  and  geography 1873-74 

D.  E.  Gardner,  mathematics  and  vocal  music 1874-91 

Jennie  S.  Cooke,  assistant  in  grammar  department 1874-83 

Mary  A.  Brayman,  teacher  of  primary  department 1874-36 

Helen  Hoadley,  English  language  and  literature 1876-77 

Georgia  A.  Spear,  teacher  of  reading 1876-77 

Mrs.  Helen  Charlton,  English  language  and  literature 1876  — 

Anna  Potter,  teacher  of  intermediate  department 1876-85 

Albert  J.  Volland,  Latin  mid  Greek 1877-82 

Emily  M.  B.  Felt,  English  language  and  literature 1877  — 

Ella  C.  Aspinwall,  teacher  grammar  department 1877-82 

Mrs.  S.  E.  Buck,  reading 1878-83 

Marj  F.  Flanders,  geography  and  history 1881-85 

Clara  E.  P.  Smith,  preparatory  class  and  Latin 1881-83 

Miss  H.  M.  S.  Eggleston,  teacher  of  primary  department 1881-82 

Ella  Walker,  teacher  of  grammar  department 1882-83 

Sadie  F.  Burr,  teacher  of  preparatory  class 1882-85 

Elizabeth  C.  McArthur,  Latin 1883-85 

Antoinette  E.  Brainard,  English  grammar 1883-84 

Alice  J.  Sanborn,  reading 1884 

Sarah  R.  McDaniel,  English  grammar 1884 

ViolaP.  Hotchkiss,  drawing 1884-90 

Mary  Noyes,  English  language  and  Latin 1884-86 

Lydia  A.  McDougal,  geography  and  history 1885  — 

Alice  Chapin,  methods,  supervisor  of  practice 1895-86 

v  KntpRintrht  j  teacher  of  preparatory  class 1885-86 

slaght,  -j  English  language  and  Latin 1886-88 

Lona  Washburn,  teacher  of  intermediate  department 1885-87 

Sarah  Alice  Glisan,  methods  and  supervisor  practice 1886-92 

Helen  A.  Dewey,  teacher  of  primary  department 1886-89 

Helen  M.  Cleveland,  teacher  of  preparatory  class 1886-87 

Annie  Hendron,  teacher  of  intermediate  department 1887-88 


64  SKETCH   OF   NORMAL   SCHOOLS   IN    WISCONSIN. 

Bertha  Schuster,  leacher  of  intermediate  department 1888-89 

Horaces.  Fiske,  civics,  word  analysis  and  physical  training 1887  — 

Minnie  Hickey,  teacher  of  preparatory  cliss 1887-92 

Edith  A.  Purdy,  teacher  of  intermediate  department..... 1889  — 

Mrs.  V.  K.  Hayward,  teacher  of  primary  depurcmeut 1889-91 

EthelS.  Rawson,  English  language  and  Latin 1890-92 

Kinmii  Wyman,  drawing 1890  — 

Huldah  A.  Grant,  teacher  of  primary  department 1891-92 

Clyde  K.  Showalter,  mathematics  and  vocal  music 1891  — 

MaeE.  Schreiber,  methods  and  supervisor  practice 1892  — 

Mary  E.  Laing,  methods  and  supervisor  practice 1892  — 

Isabella  Pretlow,  teacher  of  preparatory  class    1892  — 

Janie  A.  Hamilton,  teacher  of  primary  department 1892  — 

T.  S.  Smith,  physios,  Latin  and  German 1892  — 

W.  N.  Brown,  teacher  of  grammar  department 1893 

C.  H.  Bickford,  physics,  Latin  and  German 1893  — 

WHITEWATER  NORMAL  SCHOOL. 

Oliver  Arey,  mental  and  moral  philosophy  and  pedagogics 1868-76 

J.  T.  Lovewell,  mathematics 1868-72 

Mrs.  H.  E.  G.  Arey,  preceptress,  rhetoric  and  drawing 1868-76 

Emily  J.  Bryant,  grammar,  geography  and  history 1868 

J.  J.  Brown,  M.  D.,  natural  science 1868-69 

Harvey  H.  Greenman,  vocal  music 1868-74 

Virginia  Deichman,  instrumental  music 1868-77 

Clarinda  D.  Hall,  grammar,  etc 1868-70 

CfltharinpH   Hllv         /  teacher  grammar  department 1868 

,  H.  Lilly,        {grammar  and  Latin 1871-77 

Ada  Hamilton,  teacher  intermediate  department 1868 

Sarah  A  Stpwart  1  teacher  primary  department 1868-69 

hA.  btewart,          1  geography  and  history 1869-72 

T.  C.  Chamberlin,  natural  sciences  1869-73 

Eliza  Graves,  teacher  intermediate  department 1869 

Helen  M.  Bow#n,  teacher  ofgrammar  department 3869 

Etta  Carle,  intermediate  and  academic  departments 1869-70 

S.  E.  Vansickle,  teacher  intermediate  department 1869-70 

Mary  A.  Brayman,  teacher,  primary  department 1869-71 

Anna  \V.  Moody,  principal  academic  department    1870-71 

Samuel  R.  Alden,  elocution  and  grammar 1870-71 

Shpnn«rrlS  Ropkwnod  J  principal  academic  department 1871-72 

ineppardb.  Rockwood,          •)  professor  of  mathematics 1872-81 

Sarah  E.  Eldredge,  teacher  primary  department 1871-75 

Mary  DeLany,  geography  and  history 1872-87 

Martha  Terry,  principal  academic  department 1872 

Alhprt  «inli«hiirv         J  conductor  of  institutes,  etc „ 1873-82 

Albert  Salisbury,        -j  presidenti  gtc _ 1885  _ 

Martha  I.  Burt,  principal  academic  department «. 1873 

Annie  M.  Greene,  principal  academic  department 1873-76 

Herbert  E.  Copeland,  natural  sciences 1873-75 

Garry  E.  Culver,  penmanship  and  vocal  music 1874-77 

Geo.  R.  Kleeberger,  natural  sciences 1875-78 

Ella  A.  Webster,  teacher  primary  department 1875-76 

Maggie  E.  Wicker,  teacher  intermediate  department 1876 

Wm.  F.  Phelps,  mental  and  moral  science  and  pedagogics 1876-78 

Mrs.  A..  J.  Field,  English  grammar  and  rhetoric 1876-77 

Joseph  H.  Chamberlin,  principal  academic  department 1876-77 

Emily  Wright,  assistant  principal  academic  department 1876-77 

Mrs.  J.  D.  Lee,  teacher  intermediate  department 1876-77 

May  L.  Allen,  teachar  primary  department 1876-78 

Margaret  M.  Thomas,  English  grammar,  rhetoric  and  literature 1877-78 

Mrs.  E.  M.  Knapp,  vocal  music 1877  — 

Isabel  Lawrence,  supervisorof  practice  teaching 1877-78 

Helen  L.  Storke,  principal  academic  department 1877-80 

Isabella  J.  Storke,  assistant  academic  department 1877-80 

Miss  K.  S.  Osborne,  teacher  intermediate  department 1877-78 

W  Spvmmir  Tr>hn«nn    J  drawing  and  penmanship 1877-81 

V* .  Seymour  Johnson,  -j  natural  sciences 1881-83 

J.  W.  Stearns,  president,  mental  science  and  pedagogics 1878-85 

Lyman  C.  Wooster,  natural  sciences 1878-81 

Emma  M.  Farrand,  English  language  and  literature 1878-80 

MartrarptF  Conklin    /supervision  of  practice  teaching 1878-83 

,t  fc.  conklin,  {teacher  of  geography 1887-89 

f  assistant  grammar  department 1878-82 

Cornelia  F  Rotrprs      J    principal  preparatory  department 1882-88 

ornelia  K  Rogers,     j    United  States  history  and  mathematics 1883-89 

(.  teacher  of  geography ...  1889  — 


SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN.  $5 

M«.   AHn  R«vr™tP  / teacher  intermediate  department 1878-86 

Mrs.  AdaRa.vCooke,|readingandEnglIshbranches ]8g6  _ 

Fanny  C.  Tiuianus,  teacher  primary  department 1878-79 

Clara  L.  Wright,  teacher  primary  department 1879-80 

Mary  L.  A  very,  English  language  and  literature 1880-87 

Ellen  L.  Clothier,  ancient  languages  and  principal  grammar  department.™  1880-81 

Ellen  A.  Persons,  assistant  grammar  department .. 1880-83 

Ellen  J.  Couch,  teacher  primary  department ...«. 1881-91 

ThPrnn  R  PI-HV     *  mathematics 1880-88 

ay>   1  conductor  of  institutes,  etc _ 1888  — 

J.  N.  Humphrey,  Latin,  etc 1881  — 

Agnes  Hosford,  United  States  history,  penmanship  and  mathematics 1881-84 

Harriet  A.  Salisbury,  principal  preparatory  department -j  Jf^~^|| 

KateE.  N.  Tupper,  principal  grammar  department 1881-85 

J.  W.  Gibson,  reading  and  political  economy «. 1882-83 

C.  W.  Cabeen,  natural  sciences 1883 

Henry  Doty  Maxson,  conductor  of  institutes,  etc ~ 1883-88 

W.  F.'Bundy,  M.  D.,  natural  sciences, 1883-86 

Elizabeth  Hargrave,  methods  and  supervisor  of  practice  teaching „ 1883-84 

Frances  A.  Parmeter,  methods  and  supervisor  of  practice  teaching 1884-91 

Helen  M.  Farrand,  assistant  grammar  department 1884-85 

Mrs.  l<ena  B.  Shepherd,  principal  grammar  department „  1885-86 

Bertha  Schuster,  assistant  grammar  department 1885-87 

John  W.  Stump,  natural  sciences 1886-88 

dura  F.  Robinson,  drawing  and  physiology 1886-90 

Emma  J.  Fuller,  teacher  intermediate  department 18S6-91 

Alfred  J.  Andrews,  director  of  physical  training 1886-87 

Sara  E.  Whitaker,  English  language  and  literature 1887-88 

Mary  R.  Saxe,  assistant  preparatory  and  grammar  departments 1887-89 

Geo.  C.  Shutts,  mathematics  and  general  history 1888  — 

Arthur  A.  Upham,  natural  sciences — — ~ 1888  — 

Annie  M.  Cottrell,  English  language  and  literature f. 1888  — 

Mftrsr«rpt  Hnsfnrd    /  principal  preparatory  and  grammar  departments „  1888-89 

)rd'  \United  States  history  and  mathematics 1889  — 

May  Church,  physical  training 1888-89 

Mary  L.  McCutchan,  principal  preparatory  and  grammar  departments.. 1889  — 

Anna  Barnard,  assistant  preparatory  and  grammar  departments ~_.._  1889  — 

Gertrude  L.  Salisbury,  physical  training 1889-92 

Liz/ie  Hnehes  $  dr«wl"g  and  physiology ™  1890-92 

lugnes,  ^  drawlnR  and  penmanship 1892  - 

Annie  Klingensmith,  methods  and  supervisor  practice  teaching 1891-92 

KHtherine  G.  Spear,  teacher  intermediate  department 1891  — 

Hattie  L.  Goetsch,  teacher  primary  department 1891  — 

Nina  C.  Vandewalker,  methods  and  supervisor  practice  teaching 1892  — 

Lena  Bateman,  physical  training  and  physiology 1892  — 

O8HKO8H  NORMAL  SCHOOL. 

Geo.  S.  Albee,  president,  mental  science  and  school  management 1871  — 

Robert  Graham    /director  of  model  school 1871-75 

im>  t  reading,  vocal  music  and  conductor  of  institutes 1871-81 

D.  E.  Holmes,  natural  science 1871 

Mrs.  Mary  Holmes,  geography _ 1871 

Anna  W.  Moody,  history  and  rhetoric „ _  1871-82 

Martha  Hazard,  drawing  and  calisthenics,  etc _ 1871-75 

Mary  H.  Ladd,  mathematics 1871-83 

Maria  S.  Hill,  teacher  grammar  department 1871-81 

(teacher  primary  department 1871-74 

Rose  C.  Swart,  -<  geography  and  penmanship 1874-84 

(art  of  teaching  and  supervisor  of  practice  teaching „  1S84  — 

Henry  C.  Bowen,  natural  science _„ .. 1872-74 

Mrs.  Helen  A.  Bateman,  English  grammar  and  composition 1872-84 

Frances  E.  Albee.  teacher  intermediate  department 1872-83 

Wm.  A.  Kellerman,  natural  sciences „ 1874-79 

Anna  S.  Clark,  instrumental  music 1874-78 

Martha  Kidder,  teacher  primary  department 1874-75 

Emily  F.  Webster,  Latin  and  mathematics 1875  — 

Mortimer  T.  Park,  director  of  model  school,  etc _ 1875-78 

Henry  Marin,  German 1875-76 

Lucy  A.  Noyes,  teacher  primary  department 1875-76 

Frances  Taylor,  drawing 1875-76 

Irene  E.  Gilbert,  teacher  primary  department _  1876-77 

Amelia  E.  Banning,  drawing,  etc 1876-84 

J.  P.  Haber,  principal  preparatory  department 1877-78 

Elizabeth  B.  Armstead,  teacher  primary  department 1877-80 


66  SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN. 

Mrs.  L.  L.  Cochran,  principal  preparatory  department.. 1878-88 

Tvrtmnv  Ttricrtrs    J  director  of  model  school,  etc 1878-85 

Lydon  \V.  Brlggs,  j  bookkeepiDg(  clvic8i  etc 1885  - 

Tnn*,n    \,i,.,   ,    /mathematics 1878-79 

Lucy  C.  Andrews,  jgeography 1879_8o 

Carrie  E.  McNutt,  vocal  and  instrumental  music 1878-86 

Waldo  E.  Dennis,  natural  science » 1879-82 

Frances  E.  Tower,  mathematics  and  grammar 1879-80 

Aifo«>^o  A   iTocirnii   I  teacher  intermediate  department 1879-80 

Alfaretta  A.  Haskell,  -j  teacher  primary  department 1888  — 

Laura  Fisher,  kindergarten  director 1880 

Nancy  M.  Davis,  mathematics  andgeography 1880  — 

Lillian  A.  Duffies,  grammar  and  history 1880-82 

Vanie  C.  Doe,  teacher  grammar  department 1880-83 

Nellie  F.  Wheaton,  teacher  primary  department ~ 1880-83 

Nellie  E.  Talmage,  kindergarten  director 1880-81 

Eunice  E.  Frink,  history 1881-82 

Jenny  LI.  Jones,  kindergarten  director    1881-82 

Madison  M.  Garver,  natural  science 1882 

Wesley  C.  Sawyer,  conductor  of  institutes,  etc _ » 1882-85 

A.  N.  Marston,  natural  science - 1882-83 

Harriet  E.  Clark,  reading  and  elocution 1882  — 

Eliza  Darling,  history  and  literature 1882-84 

Fannie  C.  Colcord,  kindergarten  director 1882-85 

J.  M.  Wilson,  natural  science 1883-85 

Mary  Apthorp,  Latin „ 1883  — 

/-„,..!,*  i?  TTOV.O™     f  teacher  intermediate  department,  etc 1883-87 

lon'   1  principal  grammar  department 1887-89 

Therese  E.  Jones,  English  grammar,  composition  and  rhetoric 1884-89 

Grace  Darling,  history  and  English  literature 1884-92 

Harriet  C.  Magee,  drawing  and  social  science 1884  — 

Frances  A.  Carpenter,  assistant  grammar  department 1884-85 

Lorenzo  D.  Harvey,  conductor  of  institutes,  etc- 1885-92 

W.  N.  Mumper,  natural  science 1885-89 

Mrs.  Fannie  M.  Marchant,  principal  grammar  department 1885-87 

Mellie  McMurdo,  assistant  grammar  department „ 1885-86 

Flora  A.  Slosson,  teacher  intermediate  department 1885-87 

Lucy  Washington,  kindergarten  director 1885-86 

Mrs.  E.  L.  Blakeslee,  music , 1886  — 

Mary  Grandy,  assistant  preparatory  department 1886-88 

Henry  Leemhuis,  gymnastics 1887-88 

f™r,,o  r-  oo^/»  /assistant  grammar  department 1887-89 

i  G.  feaxe,  j  principal  preparatory  department 1889  — 

Philinda  Whiting,  teacher  intermediate  department 1887-90 

Mary  8.  Dunn,  gymnastics  and  hygiene 1888-90 

ipnnipG  Marvin    J  principal  preparatory  department 1888-89 

Jennie  G.  Marvin,   -J  principal  grammar  department 1889  - 

Sarah  A.  Dynes,  assistant  grammar  department 1888-92 

George  M.  Browne,  natural  science 1889  — 

Violet  D.  Jayne,  English  grammar,  composition  and  rhetoric 1889-91 

Mary  S.  Howe,  pianist  and  instrumental  music 1889-91 

Persis  K.  Miller,  assistant  grammar  department 1889  — 

Dora  Dresser,  teacher  intermediate  department 1890-91 

Theodora  A.  Hooker,  gymnastics  and  hygiene 1890-91 

J.  Rufus  Hunter,  physics  and  mathematics ~ 1891  — 

May  G.  Slotterbec,  history  and  literature 1891-92 

Mina  DeH.  Rounds,  English  grammar  and  composition 1891  — 

Helen  A.  Woods,  gymnastics  and  hygiene „ 1891  — 

Nellie  L.  Smith,  pianistand  instrumental  music 1891  — 

Nancy  Darling,  teacher  intermediate  department 1891-92 

Emma  L.  Berry,  history 1892  — 

Josephine  Henderson,  English  language 1892  — 

Mrs.  Alma  McMahon,  assistant  preparatory  department 1892  — 

Dennie  G.  Dowling,  teacher  in  model  school 1892  — 

Walter  C.  Hewitt,  conductor  of  institutes,  etc 1892  — 

KIVER  FALLS  NORMAL  SCHOOL. 

Warren  D.  Parker,  president 1875-89 

Jesse  B.  Thayer,  mathematics,  conductor  teachers'  institutes „ 1875-86 

Albert  Earthman,  history,  geography,  music 1875-78 

W.  S.  Barnard,  physical  science 1875-77 

LucyE.  Foote,  reading,  spelling,  English  literature 1875-88 

Laura  G.  Lovell,  history 1875-77 

Sarah  A.  Barnes,  history,  drawing _ 1875-77 

Margaret  Hosford,  English  grammar  and  rhetoric 1875-78 

Leora  Pusey,  mathematics 1875-77 


SKETCH   OF    NORMAL   SCHOOLS   IN   WISCONSIN.  67 

Emily  Wright,  teacher  grammar  grade  ..........................................................  1875-77 

Lizzie  J.  Curtis,  teacher  primary  grade  .........................................................  1875-78 

Mary  A.  Kelly,  teacher  intermediate  grade  .....................................................  1875-77 

Mary  E.  Burt,  teacher  grammar  grade  ............................................................  1876-77 

i    •»!•  n<    i     /i       f  teacher  grammar  grade  ............................................  1877 

Julia  A.  McFarland,     j  mathelmttics,  geography  ..........................................  1877-79 

Ellen  C.  Jones,  teacher  grammar  grade  ..........................................................  1877-81 

F.  H.  King,  natural  science  ...........................  .  ...............................................  1878-88 

Mr«  M  F    TPTIIIPSS      f  I>atin.  English  language  ..........  .  .........................  „  ......  1878-80 

ess>    t  supervisor  of  practice  teaching  .................................  1880-83 

Louise  W.  Parker,  teacher  primary  grade  ......................................................  1878-87 

Julia  M.  Stanclift,  supervisor  of  practice  teaching  .......................................  1878-80 

Mrs.  V.  A.  Potter,  singing,  drawing,  writing  ................................................  1878-79 

Nellie  L.  Hatch,  history  and  geography  ........................................................  1879-82 

Myra  Irwin,  singing,  drawing  ........................................................................  1879-80 

|  Latin,  English  language  .........................................  1880-90 

Charlotte  J.  Caldwell,  -<  history,  geography,  rhetoric,  grammar  ..................  1890-92 

I  English  language,  general  history  ...........................  1892  — 

Jennie  E.  Blakeslee,  vocal  music  ....................................................................  1880-81 

Nettie  E.  Burton,  assistant  supervisor  of  practice  teaching  ...........................  1880-81 

Harriet  A.  Salisbury,  preparatory  grade  ........................................................  1880-81 

Ellen  C.  Jones,  history,  geography  .................................................................  1881-87 

ATflp  V   t?fhrpihpr     -!  vocal  music  ....................................................................  1881-87 

Mae  E.  Schreiber,    -j  hlstory  geography,  music  ............................................  1887-90 

Sarah  H.  Strong,  teacher  grammar  grade  ......................................................  1881-8S 

Jane  L.  Terry,  teacher  intermediate  grade  ....................................................  1H81-84 

Edith  I.  Avery,  teacher  ...............................................................................  1882-84 

Zilpha  S.  Hubbard,  teacher  grammar  grade  ...................................................  1883-84 

C.  H.  Keyes,  teacher  history  and  mathematics  ..............................  ...............  1883-84 

•Mi..    IT      Ai'anr  Wato^n      J  tCaChCr  .....................................................................  1884-86 

Mrs.  E.  A\erj  Watson,  -  _ 


-  mathematics  ..........................................................  1886_88 

Sophie  E.  Davis,  mathematics,  history  ............................  .......  •.  .....................  1884-85 

J.  T.  Lunn,  language,  mathematics  ...............................................................  1884-85 

Rosalia  A.  Hatherell,  teacher  grammar  grade  ...............................  .................  1884-91 

Lizzie  A.  Darnell,  teacher  intermediate  grade  ...............................................  1H84-92 

Sadie  F.  Burr,  mathematics,  vocalmusic  .......................................................  1885-86 

Antoinette  E.  Brainard,  supervisor  of  practice  teaching  .......  .  ........................  1885-86 

Alice  H.  Shultes,  supervisorof  practice  teaching  ...........................................  1886  — 

A.  J.  Andrews,  director  of  physical  training  ..................................................  1886-87 

H.  T.  Kirk,  conductor  of  institutes  ..........  .  ....................................................  1887-88 

Cora  Lee  Summers,  teacher  primary  grade  .....................................................  1887  — 

A.  L.  Ewing,  natural  science  ...........................................................................  1888  — 

Annie  W.  Hurbank,  English  literature,  reading  .............................................  1888-89 

Miss  A.  E.  Knapp,  English  literature,  reading  ..............................................  1889-90 

G.  G.  Payne,  mathematics  .............................................................................  1888 

May  D.  Roberts,  mathematics  ........................................................................  1889-92 

J.  Q.  Emery,  president,  etc  ............................................................................  1889  — 

W.  J.  Brier,  conductor  of  institutes,  literature,  etc  ......................................  1889  — 

Maud  F  Rpminfftnn    -f  preparatory  branches  ...............................................  1890-91 

nngton,  |  L    ln>  Engljsh  Comp0sition,  German  .......................  1891- 

Elizabeth  F.  Knox,  drawing,  vocal  music  ......................................................  1890-91 

Grace  B.  Marsh,  physical  training  ..............................................................  1891-92 

Carrie  T.  Pardee,  drawing  ...............................................  .  ..............................  1891  — 

Mrs.  F.  M.  Thatcher,  vocal  music  ..................................................................  1891  — 

Mattie  A.  Seiders,  principal  grammar  grade  .................................................  1891-93 

J.  E.  NeCollins.  mathematics  ..........................................................................  1892 

Carrie  M.  Sheldon,  preparatory  grade  ..........................................................  1892 

T    w  r"iarb-     f  United  States  historv,  geography,  two  lerms  ..........................  1892 

LrK>    "[mathematics  ........................................................................  1893  — 

Eva  E.  Holcombe,  principal  intermediate  grade  ............................................  1898  — 

Jane  A.  Sheridan,  physical  training  ..............................................................  1892  — 

Rose  M.  Cheney,  preparatory  grade  ...............................................................  1892  — 

Lovila  M.  Mosher,  United  States  history,  geography  ...................................  1892  — 

Lona  Washburn,  principal  grammar  grade  ...................................................  1898  — 

MILWAUKEE  NOKMAL  SCHOOL. 

J.  J.  Mapel,  president,  psychology,  etc  ...........................................................  1885-92 

Alexander  Bevan,  natural  science  and  mathematics  ....................................  1885-89 

S.  Helen  Romaine,  English  languageand  literature  ...........................  „  .........  1885-92- 

Eleanor  Worthington,  geography  and  history  .............................................  ..  1885-86 

Mary  S.  Cate,  methods,  superintendent  of  practice  teaching  ........................  18S5-8S 

Emily  W.  Strong,  critic  teacher  third  and  fourth  grades  ................................  1885  — 

Dora  Hilliard,  critic  teacher  fifth  and  sixth  grades  ......................................  1885-88 

Mary  Campbell,  critic  teacher  first  and  second  grades  ...................................  1885-87 

Silas  Y.  Gillan,  conductor  of  institutes,  etc  ...................................................  1886-92 


68  SKETCH   OF   NORMAL   SCHOOLS   IN   WISCONSIN. 

A.  J.  Andrews,  conductor  of  physical  training 1886-87 

Mary  E.  Sykes,  methods,  superintendent  of  practice  teaching 1887-89 

Margaret  W.  Morley,  physical  training  and  drawing „.. 1887-90 

Winifred  E.  Jones,  critic  teacher  primary  department 1887  — 

Eliza  A.  Sargent,  critic  teacher  seventh  and  eighth  grades 1888-89 

Mary  L.  Warner,  critic  teacher  third  and  fourth  grades -...  1888-89 

Alice  E.  Sanborn,  critic  teacher  fifth  and  sixth  grades 1888  — 

Chas.  P.  Sinnott,  mathematics  and  natural  sciences 1889  — 

Margaret  E.  Oonklin,  methods,  superintendent  of  practice  teaching 1889  — 

L.  H.  Eaton,  vocal  music „ 1889-91 

Mabel  L.  Anderson,  critic  teacher  seventh  and  eighth  grades 1889-92 

Miriam  8.  Faddis,  physical  training  and  drawing 1890  — 

Robert  McMynn,  Latin 1891-92 

Ada  Rockwell,  music 1891-92 

Carl  Lueders,  physical  training 1892  — 

L.  Dow  Harvey,  president,  etc „ 1892  — 

Charles  P.  Chapman,  conductor  of  Institutes,  etc 1892  — 

I.  N.  Mitchell,  Latin  and  mathematics 1892  — 

Mae  E.  Schreiber,  English  language,  music,  literature 1892  — 

M.  Elizabeth  Allen,  critic  teacher  seventh  and  eighth  grades 1892  — 

Jennie  Ericsson,  sloyd 1892  — 

ALBERT  SALISBURY. 


History  of  Teachers'  Institutes  in  Wisconsin. 


BY   W.  H.  CHANDLER. 

Among  the  forces  which  have  contributed  largely  to 
the  progress  and  efficiency  of  the  work  of  common  schools 
in  the  state  of  Wisconsin,  is  that  of  the  teachers'  institutes. 
These  institutes,  as  organized  and  managed  in  this  state, 
have  attracted  the  attention  and  received  the  commendation 
of  prominent  educators  in  other  states,  have  been  exceed- 
ingly popular  and  largely  attended  by  teachers  of  all  grades 
in  the  state,  and  have  been  fruitful  in  great  benefits  in  three 
lines  of  effort,  viz.:  (a)  in  imparting  direct  and  excellent 
instruction  to  persons  having  had  meager  advantages  in  the 
ordinary  common  schools  and  no  other,  as  scholastic  prepa- 
ration for  teaching;  (b)  in  cultivating  and  promoting  knowl- 
edge of  the  theory  and  art  of  teaching  by  instruction  in. 
and  exemplification  of  the  principles  underlying  methods 
of  teaching,  organization,  management  and  discipline  ;  and 
(c)  by  creating  an  esprit  de  corps,  professional  pride,  and  the- 
spirit  of  emulation. 

The  institute  work  in  Wisconsin,  like  all  institutions  of 
value,  has  been  a  matter  of  growth,  development  and  adap- 
tation. If  there  is  any  one  feature  ot  this  work  which  has 
commended  it  to  the  favor  of  our  own  people,  and  to  others 
who  have  observed  it  from  the  outside,  it  is  that  of  conform- 
ity to  existing  needs,  and  complete  and  organic  relation  to- 
other educational  forces.  This  will  be  apparent  by  review- 
ing briefly  the  origin  and  history  of  the  institute  work,  and 
what  has  been  attempted  to  accomplish  through  this  form 
of  effort. 

From  1818  to  1836  Wisconsin  formed  a  part  of  the  ter- 
ritory of  Michigan,  its  population  was  small  and  scattered, 
and  educational  interests  were  necessarily  neglected.  From 
1836  to  1848  the  territory,  now  constituting  the  state,  was  for 
a  short  time  connected  with  Iowa,  and  then  organized  as  a 
territory  by  itself.  The  school  laws  of  Michigan,  with  other 
laws  of  that  territory,  were  adopted  almost  entire,  and  were 
exceedingly  crude  and  defective.  They  contained  no  pro- 
vision for  supervision  of  schools  or  support  of  them  by  pub- 
lic and  general  taxation.  But  by  immigration  from  Eastern 


70       HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN. 

states  the  population  increased,  and  schools  became  an  im- 
perative necessity.  These  were  provided  by  private  enter- 
prise, and  supported  by  voluntary  contributions  and  rate 
bill  assessments. 

Frequent  applications  by  localities  were  made  to  the 
territorial  legislature  for  authority  to  raise  money  by  taxa- 
tion to  build  schoolhouses  and  support  schools,  which  were 
sometimes  granted  and  sometimes  refused,  as  the  local  rep- 
resentative favored  or  opposed  the  measure.  When  granted, 
the  school  affairs  were  administered  by  local  commissioners, 
who  also  examined  and  gave  certificates  to  teachers,  leased 
the  school  lands,  and  made  reports  to  the  secretary  of  the 
territory.  The  election  or  appointment  of  town  superinten- 
dents was  agitated  in  and  out  of  the  legislature,  but  failed  of 
success.  So  that  we  can  learn  of  no  effort  during  the  terri- 
torial period  to  organize  teachers  for  mutual  improvement 
and  assistance.  Wages  were  low,  distances  between  settle- 
ments were  great,  and  no  central  supervisory  agency  existed 
to  lead  and  permeate  such  organization. 

With  the  agitation  of  the  question  of  organization  as  a 
state,  which  preceded  the  constitutional  convention  of  1845, 
the  leading  friends  of  a  liberal  public  school  system  began 
the  discussion  of  needed  features  in  that  system.  Public 
meetings  were  held  and  a  sentiment  created  which  decidedly 
affected  the  action  of  the  convention.  But  this  attempt  to 
organize  the  state  by  adopting  a  constitution  failed.  The 
discussion  continued,  and  in  1848  a  constitution  was  adopted. 
In  this  provision  was  made  for  the  establishment  of 
academies  and  normal  schools.  In  the  discussion  in  rela- 
tion to  this  feature,  the  idea  was  persistently  insisted  upon 
that  teachers'  institutes  were  inseparably  connected  with 
normal  school  instruction.  In  less  than  a  year  after  the 
state  organization  was  perfected  by  the  election  of  state 
officers  and  members  of  the  legislature,  the  regents  of  the 
university,  which  had  been  provided  for  in  the  constitution 
adopted  in  1848,  by  an  ordinance  established  a  normal  de- 
partment in  that  institution.  Honorable  Eleazer  Root,  then 
state  superintendent,  in  his  annual  report  made  at  the  close 
of  1849,  in  transmitting  the  ordinance  above  mentioned  to 
the  legislature  for  ratification,  remarked  that  such  a  normal 
department,  with  a  system  of  teachers'  institutes,  may 
answer  present  needs.  In  this  remark  we  find  crystallized  in 
official  expression  the  prevailing  idea  of  the  leading  edu- 
cators of  that  time,  of  a  system  of  teachers'  institutes,  having 


HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN.      71 

organic  and  vital  relation  to  normal  instruction.  Here  is 
the  germ  of  the  system  since  wrought  out  and  put  in  practice 
by  the  thoughtful  and  self-sacrificing  men  and  women  who 
have  devoted  their  lives  to  the  work  of  public  and  general  edu- 
cation in  the  state.  It  is  important  to  bear  this  in  mind  and 
hold  in  grateful  remembrance  the  sagacious  men  who  con- 
ceived and  put  forth  this  germinal  idea  of  institute  work. 
Although  not  immediately  or  practically  realized,  this  scheme 
was  thoroughly  embedded  in  the  minds  of  the  friends  and 
champions  of  the  public  school  system.  Over  this  ideal  they 
brooded,  until  the  time  came  when  it  was  practicable  to 
realize  it  in  actual  and  successful  experience. 

The  constitution  of  the  state  provided  for  the  supervi- 
sion of  schools  through  a  "  state  superintendent  and  such 
other  officers  as  the  legislature  may  direct."  By  law  the 
office  of  town  superintendent  was  created.  Each  town  super- 
intendent examined  and  qualified  teachers  within  his  own 
jurisdiction.  Great  diversity  in  the  qualifications  of  teachers 
necessarily  prevailed,  and  the  schools,  of  course,  reflected  in 
exaggerated  form  the  weakness  or  strength  and  fitness  of 
the  teachers  employed.  By  the  reports  of  the  early  superin- 
tendents, it  is  evident  that  no  one  fact  strongly  impressed 
them  as  the  need  of  professional  instruction  and  inspiration, 
and  they  did  what  they  could  to  meet  this  need.  They 
labored  assiduously  with  the  legislature  to  secure  the  estab- 
lishment of  normal  instruction  in  some  form.  They  were 
ably  seconded  in  their  efforts  by  the  faculty  of  the  university, 
and  by  a  few  leading  and  able  men  who  had  charge  of  the 
public  schools  in  the  few  cities  and  principal  villages  that 
were  organized.  Unsuccessful  in  their  application  for  aid 
to  the  legislature  they  "  bated  not  one  jot  of  heart  or  hope," 
but  turned  to  their  own  individual  exertions,  and  in  their 
zeal  and  public  spirit  went  from  point  to  point,  held  meet- 
ings for  mutual  help  and  inspiration,  and  for  the  comparison 
of  methods  and  discussion  of  theories. 

January  1,  1852,  Hon.  Azel  P.  Ladd,  the  second  state 
superintendent,  assumed  official  position.  Failing  to  secure 
an  appropriation  from  the  legislature  to  defray  the  expenses, 
he  organized  and  held  in  various  localities  in  the  state  what 
were  termed  "  temporary  normal  schools."  In  his  report 
for  1853,  he  said:  "To  mitigate  the  disadvantages  arising 
from  the  engagement  of  a  number  of  persons  so  diversified 
in  qualifications  and  character,  I  have  adopted  the  system 
of  holding  temporary  normal  schools  for  their  instruction 


72      HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN. 

in  the  branches  of  science  and  the  art  of  teaching.  These 
schools  have  been  thus  far  conducted  under  manifold  em- 
barrassments, without  legal  provision  for  their  organization 
or  means  for  their  support.  *  *  *  I  am  satisfied  that 
they  have  been  of  practical  utility,  and  that  great  good 
would  result  from  their  incorporation  into  one  general  plan 
of  public  instruction." 

Here  we  have  the  beginning  of  normal  schools  and 
teachers'  institutes  vitally  connected,  an  attempt  to  realize 
and  exemplify  the  ideal  of  a  predecessor. 

Superintendent  Ladd  was  succeeded  in  3854  by  Hon. 
H.  A.  Wright.  He  lived  to  discharge  the  duties  of  his 
office  but  a  little  more  than  a  year,  and  was  succeeded  by 
Hon.  A.  C.  Barry.  During  his  administration,  town  super- 
intendents, to  some  extent,  and  the  more  progressive  teachers 
began  holding  teachers'  institutes  in  country  places,  local- 
ities not  reached  by  the  temporary  normal  schools.  These 
were  largely  held  for  a  single  day,  on  Saturdays,  were  en- 
tirely voluntary,  and  devoted  to  exemplification  of  methods 
of  teaching,  especially  of  mental  and  written  arithmetic, 
grammar,  or  parsing,  and  geography,  the  latter  largely  con- 
sisting of  practice  of  systems  of  map  drawing.  Persons  were 
secured  to  lecture,  if  possible,  and  discussions  of  the  exercises 
presented  resulted  in  much  mental  quickening,  and  the  dif- 
fusion of  knowledge  of  tlie  best  methods  of  awakening  and 
maintaining  the  interest  of  pupils.  Often  a  teacher  would 
take  to  the  place  of  meeting  a  class  of  bright  and  apt  pupils, 
— a  model  class — and  exemplify  methods.  Classes  would  be 
formed  of  teachers  present,  and  these  put  through  a  course 
of  practice  in  recitation  on  the  simplest  parts  of  elementary 
subjects.  The  "model"  class  would  frequently  excel  in 
quickness  and  accuracy,  and  thus  vindicate  the  method  of 
their  teacher,  humiliate  for  the  time  being  the  selected  class 
of  teachers,  and  provoke  to  study  and  emulation.  The 
teachers  of  some  towns  would  sometimes  send  word  they 
would  hold  a  session  of  their  institute  in  a  neighboring  town, 
perhaps  in  a  benighted  one,  where  no  such  efforts  for  improve- 
ment existed.  These  were  often  the  occasion  of  considerable 
attendance  of  citizens,  and  the  exhibitions  of  the  model 
class,  in  contrast  with  the  inertness  of  their  own  teachers, 
would  create  quite  a  sensation,  and  set  the  town  to  talking, 
and  result  in  improved  school  sentiment  and  practices. 

This  type  of  institutes  continued  for  many  years,  and 
although  not  true  to  the  original  ideal,  except  remotely, 


HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN.      73 

had  its  place  in  moulding  public  sentiment  and  preparing 
for  the  better  way  that  followed. 

During  Superintendent  Barry's  adminstration  of  three 
years  he  secured  the  passage  of  an  act  authorizing  the  state 
superintendent  to  hold  teachers'  institutes,  and  appro- 
priating annually  not  to  exceed  one  thousand  dollars  to  de- 
fray the  expense. 

Hon.  Lyman  C.  Draper  succeeded  Superintendent 
Barry,  and  the  institute  work  was  systematized  to  the 
extent  which  the  limited  means  warranted.  The  prominent 
teachers  of  the  state  engaged  in  the  work  with  intelligence 
and  ability.  Lectures  on  educational  topics,  discussion  of 
theories,  organization  and  management,  were  characteristic 
of  the  exercises.  J.  G.  McMynn,  Racine ;  J.  G.  McKindley, 
Kenosha ;  Dr.  J.  H.  Magoffin  and  A.  A.  Griffith,  Waukesha  ; 
J.  L.  Pickard,  Platteville;  W.  C.  Dustin,  Beloit;  H.  W.  Col- 
lins, Janesville ;  A.  C.  Spicer,  Milton ;  W.  Van  Ness,  Fond 
du  Lac  ;  W.  P.  Bartlett,  Watertown  ;  J.  E.  Munger,  Waupun; 
A.  Pickett,  Oshkosh  ;  D.  Y.  Kilgore,  Madison,  are  the  names 
of  gentlemen  who  did  valiant  service  in  these  pioneer  in- 
stitutes, and  wrought  a  work  of  untold  value  in  creating 
and  maintaining  worthy  and  high  standards  in  the  art  of 
teaching  and  the  qualifications  of  teachers  for  their  high 
calling. 

In  January,  1860,  Hon.  J.  L.  Pickard  succeeded  to  the 
superjntendeucy.  During  the  preceding  year  the  interest 
in  teachers'  institutes  was  largely  increased  through  the 
labors  of  Dr.  Henry  Barnard,  of  Connecticut,  an  educator  of 
national  reputation,  who  was  acting  as  chancellor  of  the 
university,  and  agent  of  the  board  of  regents  of  normal 
schools  in  conducting  teachers'  institutes.  This  board  was 
created  in  1857,  and  provision  was  made  for  a  fund  to  be 
used  "  for  the  encouragement  of  academies  and  normal 
schools."  This  fund  was  to  be  distributed  among  the  col- 
leges, academies  and  normal  schools  of  the  state  which  or- 
ganized, maintained  and  instructed  classes  for  normal 
training.  A  part  of  this  fund  was  used  in  maintaining 
teachers'  institutes.  It  is  not  clear  by  what  interpretation 
this  was  deemed  authorized,  but  Dr.  Barnard  was  appointed 
agent  of  the  board  to  examine  the  classes  of  institutions 
making  application  to  share  in  the  fund,  and  distribute  the 
money  pro  rata  according  to  the  number  successfully 
passing  the  examination.  He  was  also  to  conduct  teachers' 
institutes  in  various  parts  of  the  state.  He  organized  a  nota- 


74          HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN. 

ble  corps  of  conductors  for  a  series  of  fourteen  institutes  at 
prominent  points  in  as  many  different  counties,  besides 
short  sessions  of  two  days  or  more  in  rive  other  counties. 
At  most  of  these  Dr.  Bartiard's  presence  and  addresses  were 
strong  attractions,  and  the  membership  numbered  over 
fourteen  hundred  in  the  aggregate. 

Among  his  co-workers  were  Prof.  John  Ogden,  of  Ohio; 
Fordyce  H.  Allen  and  Charles  H.  Allen,  of  Pennsylvania ; 
C.  E.  Hovey,  of  Illinois ;  Francis  T.  Russell  and  William  S. 
Baker,  of  Connecticut ;  John  G.  McMynn,  A.  J.  Craig  and 
others,  of  Wisconsin. 

During  the  years  of  Mr.  Pickard's  incumbency,  who 
was  twice  re-elected,  the  same  general  system  of  institute 
work  was  pursued.  Distinguished  teachers  of  our  own  and 
other  states  were  employed  as  conductors,  and  the  general 
purpose  was  to  inspire  a  professional  spirit,  incite  teachers 
to  make  better  preparations,  and  arouse  public  sentiment  to 
demand  better  schools. 

During  this  administration  the  town  superintendent  sys- 
tem was  abolished,  for  which  the  county  system  was  sub- 
stituted, and  by  law  each  county  superintendent  was  re- 
quired to  hold  at  least  one  institute  each  year  for  the  instruc- 
tion of  teachers.  Until  1867  these  institutes  were  held  by 
the  county  superintendents  independently,  each  arranging 
his  own  scheme,  and  depending  upon  the  leading  teachers  of 
his  own  district  for  assistance.  Naturally  they  partook 
largely  in  character  of  their  predecessors  under  the  town- 
ship system,  although  attendance  was  largely  increased, 
being  county  and  not  township  affairs.  Little  progress  was 
made,  however,  in  institute  work  toward  the  ideal  from  1860 
to  1866.  The  coining  on  of  the  war  interfered.  Prof. 
Charles  H.  Allen  succeeded  Dr.  Barnard  as  agent  of  the 
board  of  regents,  and  he  was  succeeded  by  J.  G.  McMynii. 
These  gentlemen  both  enlisted  in  the  service  of  the  country, 
and  the  county  superintendents  were  inexperienced,  and 
often  were  persons  who  had  never  been  identified  with 
schools  or  school  work. 

In  September,  1864,  Col.  John  G.  McMynn  became  state 
superintendent,  upon  the  resignation  of  Hon.  J.  L.  Pickard 
to  take  the  superintendency  of  Chicago  city  schools.  He  had 
been  closely  allied  with  all  educational  thought  and  move- 
ment in  the  state  from  the  organization,  and  he  immediately 
began  a  vigorous  effort  to  secure  the  separate  organization  of 
state  normal  schools.  This  was  accomplished  in  1866.  The 


HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN.  75 

law  then  enacted  provided  for  the  separate  establishment  of 
normal  schools  not  only,  but  enlarged  the  powers  and  means 
of  the  board  for  the  purpose  of  holding  teachers'  institutes. 
In  1867  the  board  adopted  a  plan  of  co-operation  with 
county  superintendents  in  holding  institutes,  by  offering  to 
pay  necessary  expenses  of  institutes,  under  certain  super- 
visory regulations,  which  was  cordially  and  generally  coin- 
cided in  by  the  county  superintendents. 

In  the  fall  of  1868,  Captain  Robert  Graham  was  appointed 
agent  of  the  board  to  organize,  systematize  and  supervise 
teachers'  institutes  in  the  state.  He  entered  vigorously  upon 
that  work,  which  he  continued  in  that  and  other  capacities 
until  he  was  elected  state  superintendent  in  the  fall  of  1881. 
No  other  man  in  the  state  has  rendered  more  efficient  ser- 
vice, or  left  a  deeper  or  more  beneficient  impression  upon 
the  teaching  force  of  the  state  than  Mr.  Graham.  His  close 
observation,  keen  analysis,  untiring  energy,  and  genius  in 
suggestiveness  were  unreservedly  given  to  the  institute  work, 
and  state  superintendents  and  committees  of  the  board  of 
regents  availed  themselves  without  reservation  of  his  valu- 
able services  and  co-operation. 

In  1871  the  legislature  authorized  still  further  expan- 
sion of  the  institute  work  by  making  provisions  for  normal 
institutes,  to  be  held  in  such  localities  as  were  least  bene- 
fited by  existing  normal  schools,  three  of  which  had  at  this 
time  been  established  and  opened  to  the  public.  The  board 
of  regents  of  normal  schools  was  authorized  to  use  five  thou- 
sand dollars  annually  for  institute  purposes  from  the  normal 
school  income,  and  two  thousand  dollars  annually  was  ap- 
propriated from  the  general  fund  for  the  same  purpose. 

The  time  had  now  come  to  put  into  practical  operation 
the  system  of  institutes  contemplated,  as  we  have  have  seen, 
from  the  beginning.  These  normal  institutes  were  to  be 
held  for  a  period  not  less  than  four  weeks.  Colonel  Samuel 
Fallows  had  succeeded  to  the  state  superintendency.  The 
entire  management  and  control  of  institutes  was  by  law  and 
by  act  of  the  board  of  regents  committed  to  the  state  super- 
intendent and  a  committee  of  the  board,  acting  conjointly. 
They  immediately  took  measures  to  organize  the  work. 
Co-operation  of  county  and  city  superintendents  was  con- 
tinued. These  arranged  the  time  and  places  for  holding 
the  institutes  in  their  respective  localities,  made  all  neces- 
sary incidental  arrangements  for  their  accommodation  and 


76        HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN. 

that  of  teachers,  and  made  application  in  writing  to  the  state 
superintendent  for  conductors.  The  committee  designated 
and  paid  salaries  and  expenses  of  all  conductors  and  lectur- 
ers. Enrollment  blanks  and  registers  were  furnished  upon 
which  to  collect  statistics  of  name,  age,  daily  attendance, 
attendance  previously  at  institutes,  experience  in  teaching  by 
months,  highest  grade  of  school  attended  and  highest  grade 
of  certificate  held. 

The  committee  divided  the  state  into  districts,  cor- 
responding to  the  number  of  normal  schools  existing,  and 
designated  one  of  the  faculty  in  each  school  as  an  institute 
conductor,  who  was  to  have  general  charge  of  the  institute 
work  in  the  district  in  which  he  resided.  This  was  never 
made  arbitrary  in  practice,  but  each  conducts  institutes  in 
other  districts,  in  conformity  to  requests  of  superintendents, 
or  convenience  as  related  to  time  and  place.  These  con- 
ductors are  subject  to  the  call  of  the  committee  for  institute 
work,  both  in  term  time  and  during  vacations  of  normal 
schools.  In  the  spring,  institutes  are  held  during  vacations 
of  country  and  village  schools,  during  March  and  April,  and 
in  summer  and  autumn,  in  August,  September  and  October. 
This  arrangement  was  ratified  by  the  board  of  regents,  and 
the  work  was  prosecuted  with  vigor.  The  normal  institutes 
were  held  in  August  and  September,  and  sometimes  extended 
to  six  weeks  in  duration.  The  principals  of  the  graded 
schools  co-operated  most  cordially,  and  many  of  them  were 
employed  as  assistant  conductors,  at  nominal  salaries  and 
payment  of  expenses.  Two  conductors  were  usually  assigned 
to  an  institute  continuing  more  than  one  week,  who  alter- 
nated in  charge  of  the  institute,  all  attending  at  the  same 
time  to  the  same  exercise.  Latterly  some  effort  has  been 
made  to  separate  large  institutions  into  sections,  with  simul- 
taneous exercises  in  different  rooms,  where  practicable.  A 
number  of  female  teachers  of  prominence  and  skill  have  been 
employed  and  have  given  great  satisfaction. 

It  very  soon  became  apparent  that  still  greater  unity 
and  effectiveness  in  institute  work  was  desirable,  especially 
as  the  largely  increased  demand  for  conductors  made  it  nec- 
essary to  employ  many  men  who  had  no  experience  in  direct- 
ing institutes.  At  the  suggestion  of  Prof.  Robert  Graham, 
a  convention  of  institute  conductors  was  called  and  held  at 
Sparta  in  July,  1873.  All  who  desired  to  engage  in  institute 
work  were  invited  to  attend,  and  the  committee  paid  one- 
half  of  the  expenses  of  attendants.  This  was  an  exceedingly 


HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN.      77 

valuable  meeting.  Under  the  leadership  of  Prof.  Graham 
classes  were  formed,  and  methods  and  matter  of  institute 
.work  were  exemplified.  Discussion  followed  and  criticism 
was  keen  and  unsparing.  The  purposes  of  the  institute 
were  clearly  and  strongly  emphasized,  and  the  fitness  or  uii- 
fitness  of  applicants  for  this  especial  line  of  work  was  mani- 
fest to  themselves.  As  a  result  of  this  meeting  it  was  decided 
that  the  committee  should  annually  prepare  and  publish  for 
the  guidance  of  conductors  and  attendants  a  syllabus  of  the 
work  to  be  done  during  the  year,  which  included  the  sub- 
jects to  be  considered,  the  scope  or  topics  to  receive  attention, 
and  suggestions  as  to  method  of  treatment.  This  proved  a 
very  helpful  arrangement,  furnished  a  definite  plan  of  work, 
and  became  the  basis  of  assignment  of  preparatory  study 
daily  for  members  of  the  institutes. 

This  meeting  of  conductors  became  annual,  usually  held 
at  the  same  place  arid  immediately  preceded  or  followed  the 
annual  meeting  of  the  Wisconsin  teachers' association,  largely 
attended  by  other  than  conductors,  and  considered  one  of  the 
most  inspiring  and  suggestive  of  our  educational  gatherings. 
With  modifications  the  meetings  and  syllabus  have  continued 
to  the  present  time. 

The  first  arrangement  of  institute  districts  and  conduc- 
tors was  as  follows:  Platteville  school  district,  Duncan 
McGregor  ;  Whitewater,  Albert  Salisbury ;  Oshkosh,  Robert 
Graham.  Two  others  have  since  been  arranged  upon  open- 
ing of  schools,  as  follows :  River  Falls,  Jesse  B.  Thayer ; 
Milwaukee,  Silas  Y.  Gillan.  It  is  certainly  within  the 
bounds  of  truth  and  propriety  to  assert  that  if  any  state  ever 
had  a  quintette  of  more  facile,  tactful,  able  and  conscien- 
tious institute  conductors  to  inaugurate  and  carry  on  for 
many  years  a  work  of  great  importance  ajid  vital  necessity, 
that  state  has  been  exceedingly  fortunate  and  unusually 
favored. 

Recent  changes,  with  one  exception,  by  promotion  to 
the  state  superintendency  or  to  the  presidency  of  normal 
schools,  have  entirely  changed  this  original  corps  of  princi- 
pal conductors.  At  present  thev  are  as  follows :  Platteville, 
A.  J.  Button;  Whitewater,  T/B.  Pray;  Oshkosh,  W.  C. 
Hewitt ;  River  Falls,  W.  J.  Brier ;  Milwaukee,  C.  H.  Chap- 
man. 

This  is  the  system  of  teachers'  institutes  in  vogue  in 
Wisconsin.  We  have  traced  its  evolution  along  the  line  of 
relationship  to  normal  and  professional  work,  from  its  in- 


78      HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN. 

ception  to  its  culmination  in  close  and  vital  organic  relation 
with  separate  and  distinct  normal  schools  and  their  work. 
The  policy  controlling  this  feature  of  school  work  has  been 
continuous  and  uninterrupted.  State  superintendents  have 
changed  frequently,  but  for  twenty  years  no  change  has 
occurred  in  the  head  of  the  committee  on  institutes  of  the 
board  of  regents.  Thus  the  experience,  the  traditions  and 
the  plans  in  detail  have  been  preserved,  constantly  available 
and  continuously  utilized,  for  progress  and  efficiency.  With- 
out exception,  the  relation  between  the  committee  of  the 
board  of  regents  and  the  state  superintendents  has  been  har- 
monious in  the  highest  degree.  No  political  or  personal 
bias  has  in  the  least  degree  disturbed  united  effort  for  the 
good  of  the  public. 

The  Wisconsin  teachers'  association  has  taken  an  active 
interest  in  institute  work  at  all  times,  and  by  its  wise  and 
timely  discussions  and  criticisms  contributed  much  to  pro- 
mote growth  and  proper  development. 

It  remains  briefly  to  sum  up  the  results  of  these  many 
years  of  effort  along  the  lines  indicated  at  the  beginning  of 
this  paper. 

I.  During  the  year  ending  July  1,  1892,  eighty-five  in- 
stitutes were  held  in  sixty  different  counties — sixty-two  in  the 
summer  and  fall  of  1891,  and  twenty-three  in  the  spring  of  1892. 
These  were  in  session  an  aggregate  of  three  hundred  and  fifty- 
eight  days.     In  ten  counties  only  no  institutes  were  held. 
Five  thousand  one  hundred  and  seventy-nine  attendants  were 
enrolled  and  the  expense  of  the  same  was  $7,569.22.     This 
is  about  an  average  of  recent  years.     While  academic  in- 
struction is  not  directly  a  feature,   yet  incidentally  it   will 
at  once  be  seen  that  in  exemplification  of  matter  and  methods 
of  treatment,  a  vast  number  of  indifferently  qualified  teach- 
ers have  received  most  timely  and  excellent  instruction  by 
the  best  teachers  in  the  state.    This  will  be  more  apparent  by  a 
statement  to  be  made  later.     The  statistics  gathered  at  the 
beginning  of  this  work  showed  that  a  large  proportion  of 
attendants  had  only  the  advantages  of  common  schools  and 
often  very  poor  schools. 

II.  The  effort  at  instruction  in  and  exemplification  of 
principles  underlying  correct  teaching,  has  revolutionized  the 
practices  of  teachers  in  class  work,  in  organization,  and  in 
management.     No  one  familiar  with  the  earlier  practices  in 
Wisconsin  schools  will  dispute  this  statement,  or  deny  that 
the  efficiency  of  many  of  them  has  been  quadrupled  by  this 


HISTORY  OF  TEACHERS'  INSTITUTES  IN  WISCONSIN.      79 

means.  Even  the  earlier  and  crudely  managed  institutes 
contributed  largely  to  this  end  by  simply  revealing  the  prac- 
tices of  the  best  teachers ;  and  the  latter  institutes  have  largely 
reinforced  the  value  of  the  better  methods  by  inculcation  of 
principles  upon  which  they  are  based,  and  leading  to  an  in- 
telligent apprehension  and  appreciation  of  their  value  and 
necessity. 

III.  In  nothing  has  the  value  of  the  institute  work  been 
more  apparent  than  the  spirit  of  emulation  which  has  been 
awakened,  and  the  effort  of  all  grades  of  teachers  to  use  all 
possible  means  of  improvement,  scholastic  and  professional. 
The  institute  has  thus  become  a  feeder  for  normal  and  high 
schools,  a  stimulus  to  private  study,  reflection  and  experiment. 

Mention  has  been  made  of  the  adaptation  of  institutes  for 
current  need.  Perhaps  a  word  in  the  way  of  illustration  will 
make  this  clear.  When  the  law  inaugurating  the  county 
superintendency  was  enacted,  requiring  written  exji mi- 
nations  of  teachers,  and  establishing  certificates  of  three 
different  grades,  the  relations  of  teachers  was  greatly  changed. 
Through  the  institutes  these  matters  were  discussed,  proper 
tests  for  examinations  were  considered,  and  thus  teachers 
were  prepared  for  the  change,  and  county  superintendents 
themselves  were  greatly  assisted.  When  the  law  required 
teachers  to  be  examined  in  the  constitution  of  the  state  and  of 
the  United  States,  and  later  in  physiology  and  hygiene, 
either  of  which  had  been  in  the  curriculum  of  but  very 
few  schools,  teachers  were  guided  into  the  proper  way  of 
studying  these  branches  and  fitting  themselves  for  the  new 
demands  of  the  state.  Still  later,  when  a  general  and 
strong  movement  was  made  to  improve  and  systematize 
instruction  in  ungraded  schools  by  the  introduction  of  a 
course  of  study,  the  institutes  took  up  that  work,  and  by 
exposition  and  illustration  greatly  aided  teachers  in  compre- 
hending the  course  and  the  methods  of  its  administration. 

Other  instances  of  adaptation  to  current  needs  might 
be  mentioned,  but  enough  have  been  cited  to  show  what  is 
meant  by  the  phrase  and  by  this  popular  feature  of  institute 
work. 


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